45,449 research outputs found

    THE role of the technology acceptance model in information systems research: a case study

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    Explaining the factors that lead to use and acceptance of information technology (IT), both at individual and organizational levels, has been the focus of information systems (IS) researchers since 1970s. The Technology Acceptance Model (TAM) is known as such an explanatory model and has increasingly gained recognition due to its focus on theories of human behaviour. Although this model has faced with some criticism in terms of not being able to fully explain the social-technical acceptance of technology, it is still known as one of the best IS methodologies that contributes greatly to explaining it. This paper discusses, describes and explains TAM as one of the well-known information system research methodologies and attempts to demonstrate how this model can be applied in practice in IS research projects. TAM is widely used in different areas of IS studies such as e-commerce, e-business, multimedia and mobile commerce. This paper shows how TAM can be applied in an IS research project by referring to a case study conducted in the area of mobile banking in the UK. This paper aims to contribute to IS research by providing an informed criticism of TAM as well as a clear proposal on how to use it

    Exploration of location-based services adoption

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    As mobile technologies become more ubiquitous in the general population, it is reasonable to assume that individuals will consume services and software to enhance their aspirations and entertainment desires. This paper discusses a controlled experiment to explore aspects of user perceptions of their use of location-based services. This study examines a location-based service prototype experiment and analysis based on the UTAUT model. The results show significant indicators that suggest behavior patterns of early adopters of location-based services are being observed. We discuss these influences and attempt to explain their significance. Moreover, more curiously we discuss why some of our model was unsupported and postulate why

    Are e-readers suitable tools for scholarly work?

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    This paper aims to offer insights into the usability, acceptance and limitations of e-readers with regard to the specific requirements of scholarly text work. To fit into the academic workflow non-linear reading, bookmarking, commenting, extracting text or the integration of non-textual elements must be supported. A group of social science students were questioned about their experiences with electronic publications for study purposes. This same group executed several text-related tasks with the digitized material presented to them in two different file formats on four different e-readers. Their performances were subsequently evaluated by means of frequency analyses in detail. Findings - e-Publications have made advances in the academic world; however e-readers do not yet fit seamlessly into the established chain of scholarly text-processing focusing on how readers use material during and after reading. Our tests revealed major deficiencies in these techniques. With a small number of participants (n=26) qualitative insights can be obtained, not representative results. Further testing with participants from various disciplines and of varying academic status is required to arrive at more broadly applicable results. Practical implications - Our test results help to optimize file conversion routines for scholarly texts. We evaluated our data on the basis of descriptive statistics and abstained from any statistical significance test. The usability test of e-readers in a scientific context aligns with both studies on the prevalence of e-books in the sciences and technical test reports of portable reading devices. Still, it takes a distinctive angle in focusing on the characteristics and procedures of textual work in the social sciences and measures the usability of e-readers and file-features against these standards.Comment: 22 pages, 6 figures, accepted for publication in Online Information Revie

    User behaviors toward mobile video adoption in Taiwan: A qualitative study

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    This study was designed to examine users' usage behaviors toward mobile video adoption in Taiwan. A modified UTAUT (Unified Theory of Acceptance and Use of Technology) model was designed to be the theory basis to develop questionnaires and open-ended questions. Data were gathered from six participants from iOS and Android users, two experts, and one focus group with five members. The study was conducted from February to April, 2011. The findings in this study supported those in the literature review: Effort Expectancy and Perceived Playfulness factors had positive influence to users' usage behaviors. Facilitating Conditions and Performance expectancy also had positive effect to users' usage behaviors toward mobile video app adoption. Network quality issue was the concern and should be added in the model. Moreover, several implications and suggestions for mobile video app adoption were discussed in the study. --mobile video,Unified Theory of Acceptance and Use of Technology model (UTAUT),mobile video adoption,Taiwan

    Using Mobile Devices for Improving Learning Outcomes and Teachers’ Professionalization

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    Teaching in higher education is changing due to the influence of technology. More and more technological tools are replacing old teaching methods and strategies. Thus, mobile devices are being positioned as a key tool for new ways of understanding educational practices. The present paper responds to a systematic review about the benefits that mobile devices have for university students’ learning. Using inclusion and exclusion criteria in theWeb of Science and Scopus databases, 16 articles were selected to argue why Mobile learning (Mlearning) has become a modern innovative approach. The results point to an improvement in students’ learning through Mlearning, factors that encourage the use of mobile devices in universities have been identified, and e ective mobile applications in improving teaching and learning processes have been presented. The inclusion of this methodology requires a new role for teachers, whose characterization is also specified
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