The Role of User Resistance in the Adoption of Screenshot Annotation for Computer Software Learning

With the widespread coverage of the Internet, e-learning environments have greatly advanced. Students have increasing opportunities to access and interact both with course materials and with classmates. However, the functionalities of e-learning systems nowadays may not satisfy students across the full range of courses, especially computer software courses. The study makes use of the social networking site, namely Flickr, for students to upload screenshots to demonstrate computer problems and troubleshooting software, and to create annotations to diagnose and solve problems with greater certainty. The aim of the study is to investigate the acceptance of using screenshot annotation in the context of computer software learning. The subjects are undergraduates who are about to take the same computer software course, and the information technology measured is screenshot annotation. When students are asked to report their difficulties and interact with others using screenshot annotation, which is a new method for learning computer software, they need to adjust from their previous experiences with e-learning systems to using screenshot annotation. Some may accept this change, but others may resist it. Their resistance can be observed during this transformation. Thus, in addition to applying the technology acceptance model (TAM), three factors from the user resistance perspective, namely, user resistance, colleague opinion, and self-efficacy for change, were chosen as the basis for the research model. The results, based on data collected from 286 students, indicated that students' resistance had a strong, negative, and direct effect on their behavioral intention, and that both colleague opinion and their self-efficacy for change had direct effects on their resistance and their perception of ease of use and usefulness, which in turn affected behavioral intention indirectly.