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Computer Application Anxiety, Self-
Efficacy and Open Source Learning
Management System Acceptance

Norshidah Mohamed, PhD
http://www.ibs.utm.my
Nor Shahriza Abdul Karim, PhD
International Business School
Universiti Teknologi Malaysia
Kuala Lumpur, MALAYSIA
   1st International Conference on Digital Services, Internet and Applications (DSIA '12)
                               Singapore 11 – 13 May 2012
OUTLINE
• Introduction
• Problem formulation
• Solution
• Conclusion




                        2
INTRODUCTION
• The Internet
• Learning takes place anywhere and anytime
• Before, systems require years to be
  implemented
• Now, with open source software new systems
  can be implemented in a day
• Some examples of Open Source Learning
  Management Systems: Moodle, Sakai Project
  and Claroline
                                         3
INTRODUCTION .. Cont’
• Benefits of open source software
  implementation from educational policy
  makers’ perspective:
   ominimal spending on time / efforts in
    system development and implementation
   ofacilitating ease in interactions between
    students and instructors
   oreducing costs for paper-based materials

                                            4
PROBLEM FORMULATION
• Open source software presents quick
  benefits to educators and educational
  policy makers
• May pose challenges on acceptance to
  students as users




                                          5
PROBLEM FORMULATION .. Cont’
• Research question: Do computer
  application anxiety and self-efficacy
  correlate to system acceptance?

• Research objective: To explore the
  relationship between computer
  application anxiety, self-efficacy and
  acceptance of open source learning
  management system.
                                           6
SOLUTION
RESEARCH MODEL
                  SYSTEM
                ACCEPTANCE

                  Perceived
                  usefulness
   Computer
  application
    anxiety
                  Perceived
                  ease of use
     Self
   efficacy

                   Intention
                     to use



                                8
THEORETICAL BASIS
• Computer anxiety (Heinnsen et al. 1987)
• Social cognitive theory (Bandura 1986;
  1989; 1995)
• Technology acceptance model (TAM)
  (Davis, 1989; Davis et al. 1989)




                                            9
DEFINITIONS USED IN THE
STUDY
Constructs             Definitions
Intention to use       A person’s decision on a specific
                       behavioral outcome (Fishbein & Ajzen,
                       1975; Ajzen & Fishbein, 1980)
Perceived usefulness   The degree a person believes that using
                       a particular system would enhance his
                       or her learning performance (adapted
                       from Davis, 1989)

Perceived ease of use The degree to which a person believes
                      that using a particular system would be
                      free of effort (Davis, 1989)
                                                          10
DEFINITIONS USED IN THE
STUDY .. Cont’
Constructs            Definitions
Self-efficacy         An individual’s beliefs about the
                      ability to perform a specific behavior
                      (Compeau and Higgin, 1995)
Computer              An individual’s phobia of dealing
application anxiety   with computer application (adapted
                      from Heinnsen et al. 1987)




                                                               11
CONTEXT
• Research participants – postgraduate
  business students at a public institution of
  higher learning in Malaysia
• Instrument – Survey questionnaire
• Claroline an open source learning
  management system was chosen for pilot
  implementation for a particular course in an
  eight-week semester (short semester)
• Voluntary participation in Claroline and
  survey research
                                            12
Computer Application Anxiety, Self-Efficacy and Open Source Learning Management System Acceptance
POPULATION & SAMPLE
• Estimated number for population: 400
• Sample for the study: 42




                                         14
MEASURES
Constructs                            Sources

Intention to use         Ajzen & Fishbein (1980)
Perceived usefulness     Davis (1989)
Perceived ease of use    Davis (1989)
Self-efficacy            Compeau and Higgin (1995)
Computer anxiety         Heinssen et al. (1987)

 Five-point Likert scale for computer application anxiety,
self-efficacy, perceived usefulness, perceived ease of use
and intention to use measures where 1 refers to “strongly
disagree” and 5 refers to “strongly agree”.               15
RESULTS – PROFILE OF
RESPONDENTS
Profile of respondents     Frequency   %
Gender          Male              19       45.2
                Female            22       52.4
                Missing            1        2.4
Age             20-29             15       35.7
                30-39             16       38.1
                40-49              9       21.4
                Above 50           1        2.4
                Missing            1        2.4




                                              16
PROFILE OF MEASURES
                                            Mean
 Intention to use
• It is worth to use the Claroline.                3.78
• I will frequently use the Claroline in           3.78
  the future.
• I will strongly recommend others to              3.68
  use the Claroline.
• I plan to use the Claroline.                     3.83
          Average intention to use score:          3.77




                                                      17
PROFILE OF MEASURES .. Cont’
                                                   Mean
Perceived usefulness
• Using the Claroline improves my learning           3.69
  performance.
• Using the Claroline enhances my                    3.64
  effectiveness in learning.
• Using the Claroline improves the quality of        3.83
  learning.
• Overall, I find using the Claroline useful in      3.93
  learning.
             Average perceived usefulness score:     3.77


                                                          18
PROFILE OF MEASURES .. Cont’
                                                     Mean
Perceived ease of use
• Using the Claroline in learning is easy for me.      3.81
• I find it easy to get the Claroline to do what I     3.50
  want to do.
• Getting information from the Claroline is easy.      3.75
• My interaction with the Claroline is clear and       3.51
  understandable.
• It would be easy for me to become skillful at        3.61
  using the Claroline.
• Overall, I find the Claroline easy to use.           3.71
             Average perceived ease of use score:      3.65
                                                            19
PROFILE OF MEASURES .. Cont’
                                                     Mean
 Self-efficacy
• I would be able to use the Claroline if there is     3.32
  no one around to show me how to use it.
• I would feel comfortable using the Claroline         3.68
  on my own.
• I feel confident to download and save files          3.83
  from the Claroline when needed.
• I feel confident to post and reply to messages       3.56
  in a forum in the Claroline.
• I feel confident understanding the links in the      3.59
  Claroline.
                     Average self-efficacy score:      3.60
                                                            20
PROFILE OF MEASURES .. Cont’
                                                  Mean
 Computer application anxiety
• I feel nervous about using the Claroline.              2.22
• It scares me to think that I could lose a lot          2.37
  of information using the Claroline by
  clicking the wrong button.
• I hesitate to use the Claroline to post and            2.61
  reply to messages for fear of making
  mistakes I cannot correct.
• The Claroline worries me.                              2.05
  Average computer application anxiety score:            2.29

                                                           21
RESULTS – RELIABILITY ANALYSIS
          Constructs               No. of       Cronbach’s
                                   Items         alpha (α)
Intention to use                            4          0.854
Perceived usefulness                        4          0.811
Perceived ease of use                       6          0.881
Self-efficacy                               5          0.848
Computer anxiety                            4          0.884

All measures are reliable since Cronbach’s alpha (α) is > 0.70




                                                            22
RESULTS – CORRELATION ANALYSIS
                   ITU              PU          PEOU             SE       CA
   ITU                    1
   PU               0.318*               1
   PEOU            0.524**        0.458**              1
   SE              0.440**         0.317*       0.605**               1
   CA                -0.231         -0.163        -0.253       -0.488**    1



  ** correlation is significant at the 0.01 level (2 tailed)
  * correlation is significant at the 0.05 level (2 tailed)
  ITU: Intention to use
  PU: Perceived usefulness
  PEOU: Perceived ease of use
  SE: Self-efficacy
  CA: Computer anxiety                                                         23
SUMMARY – HYPOTHESES
RESULTS
Hypotheses                                   Results
H1a: Computer application anxiety is         Not supported
significantly and negatively correlated to
perceived usefulness of open source
learning management system.

H1b: Computer application anxiety is         Not supported
significantly and negatively correlated to
perceived ease of use of open source
learning management system.


                                                         24
SUMMARY – HYPOTHESES
RESULTS .. Cont’
Hypotheses                                   Results
H1c: Computer application anxiety is         Not supported
significantly and negatively correlated to
intention to use open source learning
management system.

H2a: Self-efficacy is significantly and       Supported
positively correlated to perceived usefulness
of open source learning management
system.


                                                          25
SUMMARY – HYPOTHESES
RESULTS .. Cont’
Hypotheses                                   Results
H2b: Self-efficacy is significantly and      Supported
positively correlated to perceived ease of
use of open source learning management
system.

H2c: Self-efficacy is significantly and        Supported
positively correlated to intention to use open
source learning management system.




                                                           26
CONCLUSION
THEORETICAL IMPLICATION
• Contributed to new knowledge in the
  context of open source learning
  management system acceptance
 oComputer application anxiety is not a significant
  factor
 oSelf-efficacy is a significant factor




                                                 28
PRACTICAL IMPLICATION
• For educators and educational policy
  makers –
  oSelection of open source learning
    management system that promotes
    quick acceptance (perceived usefulness
    and ease of use for students)
  oPromotes environment that is
    supportive of self-efficacy (belief to
    operate a new system) in students
                                             29
LIMITATIONS
• Cross-sectional survey research approach
• Only students of a particular course
  participated in the research
• The findings may not be generalized in the
  context of the entire institution and thus
  may have to be carefully interpreted.




                                           30
FUTURE RESEARCH AREAS
• Longitudinal approach
• Undergraduates and postgraduates in
  other courses or institutions using
  Claroline




                                        31
THANK YOU

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Computer Application Anxiety, Self-Efficacy and Open Source Learning Management System Acceptance

  • 1. Computer Application Anxiety, Self- Efficacy and Open Source Learning Management System Acceptance Norshidah Mohamed, PhD http://www.ibs.utm.my Nor Shahriza Abdul Karim, PhD International Business School Universiti Teknologi Malaysia Kuala Lumpur, MALAYSIA 1st International Conference on Digital Services, Internet and Applications (DSIA '12) Singapore 11 – 13 May 2012
  • 2. OUTLINE • Introduction • Problem formulation • Solution • Conclusion 2
  • 3. INTRODUCTION • The Internet • Learning takes place anywhere and anytime • Before, systems require years to be implemented • Now, with open source software new systems can be implemented in a day • Some examples of Open Source Learning Management Systems: Moodle, Sakai Project and Claroline 3
  • 4. INTRODUCTION .. Cont’ • Benefits of open source software implementation from educational policy makers’ perspective: ominimal spending on time / efforts in system development and implementation ofacilitating ease in interactions between students and instructors oreducing costs for paper-based materials 4
  • 5. PROBLEM FORMULATION • Open source software presents quick benefits to educators and educational policy makers • May pose challenges on acceptance to students as users 5
  • 6. PROBLEM FORMULATION .. Cont’ • Research question: Do computer application anxiety and self-efficacy correlate to system acceptance? • Research objective: To explore the relationship between computer application anxiety, self-efficacy and acceptance of open source learning management system. 6
  • 8. RESEARCH MODEL SYSTEM ACCEPTANCE Perceived usefulness Computer application anxiety Perceived ease of use Self efficacy Intention to use 8
  • 9. THEORETICAL BASIS • Computer anxiety (Heinnsen et al. 1987) • Social cognitive theory (Bandura 1986; 1989; 1995) • Technology acceptance model (TAM) (Davis, 1989; Davis et al. 1989) 9
  • 10. DEFINITIONS USED IN THE STUDY Constructs Definitions Intention to use A person’s decision on a specific behavioral outcome (Fishbein & Ajzen, 1975; Ajzen & Fishbein, 1980) Perceived usefulness The degree a person believes that using a particular system would enhance his or her learning performance (adapted from Davis, 1989) Perceived ease of use The degree to which a person believes that using a particular system would be free of effort (Davis, 1989) 10
  • 11. DEFINITIONS USED IN THE STUDY .. Cont’ Constructs Definitions Self-efficacy An individual’s beliefs about the ability to perform a specific behavior (Compeau and Higgin, 1995) Computer An individual’s phobia of dealing application anxiety with computer application (adapted from Heinnsen et al. 1987) 11
  • 12. CONTEXT • Research participants – postgraduate business students at a public institution of higher learning in Malaysia • Instrument – Survey questionnaire • Claroline an open source learning management system was chosen for pilot implementation for a particular course in an eight-week semester (short semester) • Voluntary participation in Claroline and survey research 12
  • 14. POPULATION & SAMPLE • Estimated number for population: 400 • Sample for the study: 42 14
  • 15. MEASURES Constructs Sources Intention to use Ajzen & Fishbein (1980) Perceived usefulness Davis (1989) Perceived ease of use Davis (1989) Self-efficacy Compeau and Higgin (1995) Computer anxiety Heinssen et al. (1987) Five-point Likert scale for computer application anxiety, self-efficacy, perceived usefulness, perceived ease of use and intention to use measures where 1 refers to “strongly disagree” and 5 refers to “strongly agree”. 15
  • 16. RESULTS – PROFILE OF RESPONDENTS Profile of respondents Frequency % Gender Male 19 45.2 Female 22 52.4 Missing 1 2.4 Age 20-29 15 35.7 30-39 16 38.1 40-49 9 21.4 Above 50 1 2.4 Missing 1 2.4 16
  • 17. PROFILE OF MEASURES Mean Intention to use • It is worth to use the Claroline. 3.78 • I will frequently use the Claroline in 3.78 the future. • I will strongly recommend others to 3.68 use the Claroline. • I plan to use the Claroline. 3.83 Average intention to use score: 3.77 17
  • 18. PROFILE OF MEASURES .. Cont’ Mean Perceived usefulness • Using the Claroline improves my learning 3.69 performance. • Using the Claroline enhances my 3.64 effectiveness in learning. • Using the Claroline improves the quality of 3.83 learning. • Overall, I find using the Claroline useful in 3.93 learning. Average perceived usefulness score: 3.77 18
  • 19. PROFILE OF MEASURES .. Cont’ Mean Perceived ease of use • Using the Claroline in learning is easy for me. 3.81 • I find it easy to get the Claroline to do what I 3.50 want to do. • Getting information from the Claroline is easy. 3.75 • My interaction with the Claroline is clear and 3.51 understandable. • It would be easy for me to become skillful at 3.61 using the Claroline. • Overall, I find the Claroline easy to use. 3.71 Average perceived ease of use score: 3.65 19
  • 20. PROFILE OF MEASURES .. Cont’ Mean Self-efficacy • I would be able to use the Claroline if there is 3.32 no one around to show me how to use it. • I would feel comfortable using the Claroline 3.68 on my own. • I feel confident to download and save files 3.83 from the Claroline when needed. • I feel confident to post and reply to messages 3.56 in a forum in the Claroline. • I feel confident understanding the links in the 3.59 Claroline. Average self-efficacy score: 3.60 20
  • 21. PROFILE OF MEASURES .. Cont’ Mean Computer application anxiety • I feel nervous about using the Claroline. 2.22 • It scares me to think that I could lose a lot 2.37 of information using the Claroline by clicking the wrong button. • I hesitate to use the Claroline to post and 2.61 reply to messages for fear of making mistakes I cannot correct. • The Claroline worries me. 2.05 Average computer application anxiety score: 2.29 21
  • 22. RESULTS – RELIABILITY ANALYSIS Constructs No. of Cronbach’s Items alpha (α) Intention to use 4 0.854 Perceived usefulness 4 0.811 Perceived ease of use 6 0.881 Self-efficacy 5 0.848 Computer anxiety 4 0.884 All measures are reliable since Cronbach’s alpha (α) is > 0.70 22
  • 23. RESULTS – CORRELATION ANALYSIS ITU PU PEOU SE CA ITU 1 PU 0.318* 1 PEOU 0.524** 0.458** 1 SE 0.440** 0.317* 0.605** 1 CA -0.231 -0.163 -0.253 -0.488** 1 ** correlation is significant at the 0.01 level (2 tailed) * correlation is significant at the 0.05 level (2 tailed) ITU: Intention to use PU: Perceived usefulness PEOU: Perceived ease of use SE: Self-efficacy CA: Computer anxiety 23
  • 24. SUMMARY – HYPOTHESES RESULTS Hypotheses Results H1a: Computer application anxiety is Not supported significantly and negatively correlated to perceived usefulness of open source learning management system. H1b: Computer application anxiety is Not supported significantly and negatively correlated to perceived ease of use of open source learning management system. 24
  • 25. SUMMARY – HYPOTHESES RESULTS .. Cont’ Hypotheses Results H1c: Computer application anxiety is Not supported significantly and negatively correlated to intention to use open source learning management system. H2a: Self-efficacy is significantly and Supported positively correlated to perceived usefulness of open source learning management system. 25
  • 26. SUMMARY – HYPOTHESES RESULTS .. Cont’ Hypotheses Results H2b: Self-efficacy is significantly and Supported positively correlated to perceived ease of use of open source learning management system. H2c: Self-efficacy is significantly and Supported positively correlated to intention to use open source learning management system. 26
  • 28. THEORETICAL IMPLICATION • Contributed to new knowledge in the context of open source learning management system acceptance oComputer application anxiety is not a significant factor oSelf-efficacy is a significant factor 28
  • 29. PRACTICAL IMPLICATION • For educators and educational policy makers – oSelection of open source learning management system that promotes quick acceptance (perceived usefulness and ease of use for students) oPromotes environment that is supportive of self-efficacy (belief to operate a new system) in students 29
  • 30. LIMITATIONS • Cross-sectional survey research approach • Only students of a particular course participated in the research • The findings may not be generalized in the context of the entire institution and thus may have to be carefully interpreted. 30
  • 31. FUTURE RESEARCH AREAS • Longitudinal approach • Undergraduates and postgraduates in other courses or institutions using Claroline 31