THE MODERATING EFFECT OF GENDER DIFFERENCES ON LEARNING MANAGEMENT SYSTEMS (LMSS) ACCEPTANCE: A MULTI-GROUP ANALYSIS
Previous literature shows a concern in the education sector regarding the influence of gender differences on users’ attitudes towards learning technologies. The present research aims to extend the Technology Acceptance Model (TAM) in the e-learning context and investigate the effect of gender on te...
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doaj-75afaac307264187b03a9f6199d867922020-11-25T03:26:56ZengConsiglio Nazionale delle Ricerche (CNR)Italian Journal of Educational Technology2532-46322532-77202019-04-0110.17471/2499-4324/1088THE MODERATING EFFECT OF GENDER DIFFERENCES ON LEARNING MANAGEMENT SYSTEMS (LMSS) ACCEPTANCE: A MULTI-GROUP ANALYSISAhmed Al-Azawei0Software Department College of Information Technology University of Babylon Babil Iraq Previous literature shows a concern in the education sector regarding the influence of gender differences on users’ attitudes towards learning technologies. The present research aims to extend the Technology Acceptance Model (TAM) in the e-learning context and investigate the effect of gender on technology adoption in a Middle Eastern country. A total of 302 Computer Science undergraduate students at a public university in Iraq took part in the study. In addition to TAM’s variables, perceived satisfaction and e-learning self-efficacy were integrated into the proposed model as direct predictors of behavioral intention towards acceptance of Learning Management Systems (LMSs). Gender divide, on the other hand, was included as a moderator of the relationship between the model constructs. The proposed framework explains substantial variance in behavioral intention (53.1%). Gender differences, however, had only a slight moderating effect on the relationship between e-learning self-efficacy and LMS acceptance. Self-efficacy had a stronger impact on the intention to use LMSs among men than among women. The potential implications of the present research are discussed further. https://ijet.itd.cnr.it/article/view/1088Technology Acceptance Model (TAM)Gender DivideLearning Management System (LMSs) AcceptanceMiddle EastEducational TechnologyTechnology Enhanced Learning (TEL) |
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DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Ahmed Al-Azawei |
spellingShingle |
Ahmed Al-Azawei THE MODERATING EFFECT OF GENDER DIFFERENCES ON LEARNING MANAGEMENT SYSTEMS (LMSS) ACCEPTANCE: A MULTI-GROUP ANALYSIS Italian Journal of Educational Technology Technology Acceptance Model (TAM) Gender Divide Learning Management System (LMSs) Acceptance Middle East Educational Technology Technology Enhanced Learning (TEL) |
author_facet |
Ahmed Al-Azawei |
author_sort |
Ahmed Al-Azawei |
title |
THE MODERATING EFFECT OF GENDER DIFFERENCES ON LEARNING MANAGEMENT SYSTEMS (LMSS) ACCEPTANCE: A MULTI-GROUP ANALYSIS |
title_short |
THE MODERATING EFFECT OF GENDER DIFFERENCES ON LEARNING MANAGEMENT SYSTEMS (LMSS) ACCEPTANCE: A MULTI-GROUP ANALYSIS |
title_full |
THE MODERATING EFFECT OF GENDER DIFFERENCES ON LEARNING MANAGEMENT SYSTEMS (LMSS) ACCEPTANCE: A MULTI-GROUP ANALYSIS |
title_fullStr |
THE MODERATING EFFECT OF GENDER DIFFERENCES ON LEARNING MANAGEMENT SYSTEMS (LMSS) ACCEPTANCE: A MULTI-GROUP ANALYSIS |
title_full_unstemmed |
THE MODERATING EFFECT OF GENDER DIFFERENCES ON LEARNING MANAGEMENT SYSTEMS (LMSS) ACCEPTANCE: A MULTI-GROUP ANALYSIS |
title_sort |
moderating effect of gender differences on learning management systems (lmss) acceptance: a multi-group analysis |
publisher |
Consiglio Nazionale delle Ricerche (CNR) |
series |
Italian Journal of Educational Technology |
issn |
2532-4632 2532-7720 |
publishDate |
2019-04-01 |
description |
Previous literature shows a concern in the education sector regarding the influence of gender differences on users’ attitudes towards learning technologies. The present research aims to extend the Technology Acceptance Model (TAM) in the e-learning context and investigate the effect of gender on technology adoption in a Middle Eastern country. A total of 302 Computer Science undergraduate students at a public university in Iraq took part in the study. In addition to TAM’s variables, perceived satisfaction and e-learning self-efficacy were integrated into the proposed model as direct predictors of behavioral intention towards acceptance of Learning Management Systems (LMSs). Gender divide, on the other hand, was included as a moderator of the relationship between the model constructs. The proposed framework explains substantial variance in behavioral intention (53.1%). Gender differences, however, had only a slight moderating effect on the relationship between e-learning self-efficacy and LMS acceptance. Self-efficacy had a stronger impact on the intention to use LMSs among men than among women. The potential implications of the present research are discussed further.
|
topic |
Technology Acceptance Model (TAM) Gender Divide Learning Management System (LMSs) Acceptance Middle East Educational Technology Technology Enhanced Learning (TEL) |
url |
https://ijet.itd.cnr.it/article/view/1088 |
work_keys_str_mv |
AT ahmedalazawei themoderatingeffectofgenderdifferencesonlearningmanagementsystemslmssacceptanceamultigroupanalysis AT ahmedalazawei moderatingeffectofgenderdifferencesonlearningmanagementsystemslmssacceptanceamultigroupanalysis |
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1724590420799782912 |