Exploring the effects of direct experience on IT use: An organizational field study

Empirical studies have investigated the effect of attitude and behavior on IT acceptance in organizations but yielded ambiguous results. Possibly they have not effectively accounted for the moderating effects of experience gained through direct interaction with the target technology. We examined the moderating effect of the length of direct experience on IT acceptance relationships and constructs. Using multi-group invariance analysis, we demonstrated that relationships between key IT acceptance constructs differed, depending on the user’s experience. The incorporation of direct experience can lead to convergent results and contribute to further understanding of the process. We discuss some implications from the knowledge that IT use is a dynamic process and suggest that IT management must account for direct experience in their decision making

The Moderating Effect of Social Influence on Ethical Decision Making in Software Piracy

Software piracy has been a serious problem for decades and continues to cost software industry some billions of dollars each year. In this study we examine the Normative and Informational Social Influences that affect an individual’s decision to buy or use pirated software. Based upon previous research about ethical decision making in software adoption, and consumer susceptibility to social influence, we develop a research model designed to test the moderating effects of social influence on the ethical decision making process. An online survey is conducted to collect data. Our research extends the knowledge about software piracy and provides valuable and important insights for researchers, practitioners and policy/strategy makers in government

Measuring User Experience During a Web-based Survey: A Case of Back-to-Back Online Surveys

The vast availability of the Internet allows surveyors to conduct web-based survey much easier than its offline counterpart. Previous studies have been conducted to measure survey tool usability. This article reports the results of a survey on the experience of students who have just completed a survey on students’ learning engagement. Students were emailed to participate on a survey about students' engagement on the learning process. After they have completed the survey, they were asked to complete another survey, a shorter one, to measure their experience during their first assignment. The second survey employed the user experience questionnaire (UEQ). The UEQ comprises 26 questions to measure six variables. There were 819 respondents who completed the first survey that 450 of them were voluntarily completed the second one. Data were analysed using UEQ data analysis. The result showed that out of 26 items, eight of them were evaluated positively and the rest were evaluated neutrally. Amongst those that were evaluated positively include friendly, good design, supportive, secure, organized, understandable, clear, and valuable

What we need: Project managers` evaluation of top management actions required for software development projects

Web 2.0 is now an important internet application because of the integration of social interaction and web technologies. Previous information system studies usually specified their research context as a utilitarian system or hedonic system and the results were concluded within one specific system type. Web 2.0 application provides a flexible environment for different kinds of user motivations that can be used for utilitarian or hedonic purpose. This study extended the Technology Acceptance Model (TAM) by introducing a moderating factor into the model, in order to study users’ behavioral intentions in a Web 2.0 environment. We designed two task types of user motivation and conducted our experiment on two Web 2.0 websites. According to the PLS (Partial Least Squares) analysis, this study demonstrated that utilitarian and hedonic purposes had a moderating effect on the relationship between perceived belief and user attitude as well as the relationship between perceived information quality and perceived belief in the Web 2.0 application. The relationship between perceived usefulness and attitude was stronger in the utilitarian user motivation; whereas the relationship between perceived ease of use and attitude was stronger when the user had hedonic motivation to use the Web 2.0 application. We also found that perceived information quality had significant impact on the perceived usefulness and perceived ease of use

MOOCs Continuance Intention in Malaysia: The Moderating Role of Internet Self-efficacy

Previous researches have validated that students intention to continue use MOOCs was mainly determined by Usefulness and Enjoyment. This paper takes a different approach from previous studies and postulates that relationship between Usefulness and Enjoyment on MOOCs Continuance Intention are moderated by Internet Self-efficacy. Partial Least Square Path Modelling (PLS-PM) approach has been employed to analyse the data collected. Using online survey data from 251 students registered with Malaysia MOOCs program, the results revealed that Internet Self-efficacy moderates the relationship between Enjoyment and MOOCs Continuance Intention. However, the moderating effect of Internet Self-efficacy showed insignificant result on the path between Usefulness and MOOCs Continuance Intention

MOOCs Continuance Intention in Malaysia: The Moderating Role of Internet Self-efficacy

Previous researches have validated that students intention to continue use MOOCs was mainly determined by Usefulness and Enjoyment. This paper takes a different approach from previous studies and postulates that relationship between Usefulness and Enjoyment on MOOCs Continuance Intention are moderated by Internet Self-efficacy. Partial Least Square Path Modelling (PLS-PM) approach has been employed to analyse the data collected. Using online survey data from 251 students registered with Malaysia MOOCs program, the results revealed that Internet Self-efficacy moderates the relationship between Enjoyment and MOOCs Continuance Intention. However, the moderating effect of Internet Self-efficacy showed insignificant result on the path between Usefulness and MOOCs Continuance Intention

An Exploratory Study of Personalization and Learning Systems Continuance

Learning systems are widely adopted by institutions worldwide in the new millennium. The challenge on utilization of learning systems is switched from users’ pre-acceptance behaviours (whether they are likely to adopt learning systems) to post-acceptance behaviours (whether they will continue to use the learning systems). It is commonly expected that successfully adopted learning systems that have, at one time, been perceived as being useful and easy to use would likely achieve a high rate of user continuance. However, reality can be different as user continuance is often not as high as expected. The continuance of learning systems draws our attention because the investment in institutionalizing a learning system is huge. There is also a theoretical gap between technology acceptance and system continuance for which continuance behaviour cannot be explained by traditional technology acceptance models. This study extends a post-adoption model on habit and IS continuance to investigate the effect of personalization (which includes personal content management, personal time management and privacy control) on learning system continuance. Empirical results suggest that personalization has a positive influence on perceived usefulness and habit, but does not directly influence continuance intention

Analysis of The Characteristics of emotional Experience in MOOC Learning

With the rapid development of massive open online courses (MOOCs), researchers have begun to pay attention to the experience of teachers and students in the MOOC classroom. Select the middle school mathematics curriculum standard and textbook research course in the MOOC platform of Chinese universities and collect 66 selfreported data of instantaneous experience and long-term experience of 10 learners on the course learning within two weeks. Qualitative and quantitative analyses were carried out in 8 sub-dimensions, including device usage preferences and problems, and platform tool application. The purpose of the research is to investigate the learning experience of MOOC learning platform more comprehensively and deeply. The research results show that mobile learning has become the main way of MOOC learning. The appearance, education and economy of the tools displayed on the platform directly affect the learning experience of learners. Demonstration tools are highly dependent, but the frequency of application, types and functions of tools are limited, and there is a lack of awareness and application of tools that promote advanced learning, deep learning, and reflective learning; the overall emotional experience of learners is in a positive emotional state and shows a distinct group characteristic. The learning experience of MOOC is directly related to the appearance, education and economy of the display tools in the platform; Learners have diverse experience of platform communication and cooperation tools, and are highly dependent on learning content display tools in the platform; Learners' emotional experience is both positive and negative, but it is dominated by positive emotions and shows distinct group characteristics

Assessment of Undergraduate Business Education Students' Usage of Social Networking as a Platform For Entrepreneurship Activities In North-West, Nigeria

The study assessed the undergraduate business education students' usage of social networking as a platform for entrepreneurship activities in North-west, Nigeria. Specifically, the study had five objectives, five research questions and five null hypotheses. The study anchored theory of Technology Acceptance Model of Ajzen and Fishbein's, (1980) and Division of Innovation Theory (DOI) of Rogers (1995). The study adopted a survey research design. The population of this study comprises of all the 407 final undergraduate business education 2019/2020 academic session in North-west Nigeria. The entire population was used for the study. The instrument for the data collection was a structured questionnaire. The instrument was validated by four experts, pilot tested and a reliability coefficient of 0.81 was obtained. The data were collected by the researcher assisted by four research assistants using personal contact method. Descriptive statistics of mean and standard deviation was employed to answer the research questions. The hypotheses were tested using Analysis of Variance (ANOVA) at the 0.05 level of significance. The results revealed among others that the level of students' awareness, perceived ease of use and perceived usefulness of social networking as a platform for entrepreneurship activities in tertiary institutions in North-west Nigeria was low. Based on these, it was concluded that the business education will not reap the benefit of social networking sites to searcher for business opportunities, venture into business and meet the needs of their technologically savvy customers. It was recommended among others that business education lecturers should create awareness on students on the role of social networking as a platform for entrepreneurship activities