The Moderating Effect of Education and Experience on the Use of Learning Management Systems

被引：5
作者：
Binyamin, Sami S. [1 ]
Rutter, Malcolm J. [2 ]
Smith, Sally [2 ]
机构：
[1] King Abdulaziz Univ, Jeddah, Saudi Arabia
[2] Edinburgh Napier Univ, Edinburgh, Midlothian, Scotland
来源：
PROCEEDINGS OF 2019 8TH INTERNATIONAL CONFERENCE ON EDUCATIONAL AND INFORMATION TECHNOLOGY (ICEIT 2019) | 2019年
关键词：
Technology acceptance; moderator; e-learning systems; LMS; PLS-SEM; TECHNOLOGY ACCEPTANCE MODEL; INFORMATION-TECHNOLOGY; INDIVIDUAL-DIFFERENCES; EXTERNAL VARIABLES; PERCEIVED EASE; PLS-SEM; USAGE; USABILITY; EXTENSION; GENDER;
D O I：
10.1145/3318396.3318428
中图分类号：
TP301 [理论、方法];
学科分类号：
081202 ;
摘要：
Based on the technology acceptance model, this research investigated the variables that affect students' use of LMS in Saudi public universities. The study also examined the moderating impact of education and experience on the students' behavior toward LMS. 851 online surveys were submitted by students at three Saudi universities, and 833 responses were used for data analysis. The collected data were analyzed using Partial Least Squares Structural Equation Modelling along with multigroup analysis. Amongst 40 paths, the results revealed that education and experience moderated only four relationships in the proposed model. Discussions, insights and implications for decision makers in Saudi higher education are provided at the end of this paper.
引用
收藏
页码：293 / 300
页数：8
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