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

Norshidah Mohamed, PhDhttp://www.ibs.utm.myNor Shahriza Abdul Karim, PhDInternational Business SchoolUniversiti Teknologi MalaysiaKuala Lumpur, MALAYSIA

1st International Conference on Digital Services, Internet and Applications (DSIA '12)

Singapore 11 – 13 May 2012

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OUTLINE

• Introduction• Problem formulation• Solution• Conclusion

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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

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INTRODUCTION .. Cont’

• Benefits of open source software implementation from educational policy makers’ perspective: ominimal spending on time / efforts in

system development and implementationofacilitating ease in interactions between

students and instructors oreducing costs for paper-based materials

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PROBLEM FORMULATION

• Open source software presents quick benefits to educators and educational policy makers•May pose challenges on acceptance to

students as users

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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.

SOLUTION

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RESEARCH MODEL

Computerapplication

anxiety

Perceivedusefulness

Perceivedease of use

Intention to use

SYSTEM ACCEPTANCE

Selfefficacy

H1a

H1b

H1c

H2a

H2b

H2c

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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)

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DEFINITIONS USED IN THE STUDYConstructs 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)

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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 application anxiety

An individual’s phobia of dealing with computer application (adapted from Heinnsen et al. 1987)

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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

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POPULATION & SAMPLE

• Estimated number for population: 400• Sample for the study: 42

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MEASURESConstructs

Sources

Intention to usePerceived usefulnessPerceived ease of useSelf-efficacy

Ajzen & Fishbein (1980)Davis (1989)Davis (1989)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”.

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RESULTS – PROFILE OF RESPONDENTSProfile of respondents Frequency %

Gender Male 19 45.2Female 22 52.4Missing 1 2.4

Age 20-29 15 35.730-39 16 38.140-49 9 21.4Above 50 1 2.4Missing 1 2.4

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PROFILE OF MEASURES  MeanIntention to use • It is worth to use the Claroline. 3.78• I will frequently use the Claroline in

the future. 3.78

• I will strongly recommend others to use the Claroline.

3.68

• I plan to use the Claroline. 3.83

Average intention to use score: 3.77

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PROFILE OF MEASURES .. Cont’Mean

Perceived usefulness• Using the Claroline improves my learning

performance.  3.69

• Using the Claroline enhances my effectiveness in learning.

3.64

• Using the Claroline improves the quality of learning.

3.83

• Overall, I find using the Claroline useful in learning.

3.93

Average perceived usefulness score: 3.77

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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

want to do. 3.50

• Getting information from the Claroline is easy.

3.75

• My interaction with the Claroline is clear and understandable.

3.51

• It would be easy for me to become skillful at using the Claroline.

3.61

• Overall, I find the Claroline easy to use. 3.71Average perceived ease of use score: 3.65

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PROFILE OF MEASURES .. Cont’Mean

Self-efficacy

• I would be able to use the Claroline if there is no one around to show me how to use it.

3.32

• I would feel comfortable using the Claroline on my own.

3.68

• I feel confident to download and save files from the Claroline when needed.

3.83

• I feel confident to post and reply to messages in a forum in the Claroline.

3.56

• I feel confident understanding the links in the Claroline.

3.59

Average self-efficacy score: 3.60

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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

of information using the Claroline by clicking the wrong button.

2.37

• I hesitate to use the Claroline to post and reply to messages for fear of making mistakes I cannot correct.

2.61

• The Claroline worries me. 2.05Average computer application anxiety score: 2.29

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RESULTS – RELIABILITY ANALYSISConstructs No. of

ItemsCronbach’s alpha (α)

Intention to use 4 0.854Perceived usefulness 4 0.811Perceived ease of use 6 0.881Self-efficacy 5 0.848Computer anxiety 4 0.884

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

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RESULTS – CORRELATION ANALYSIS  ITU PU PEOU SE CAITU 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 usePU: Perceived usefulnessPEOU: Perceived ease of useSE: Self-efficacyCA: Computer anxiety

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SUMMARY – HYPOTHESES RESULTSHypotheses Results

H1a: Computer application anxiety is significantly and negatively correlated to perceived usefulness of open source learning management system.

Not supported

H1b: Computer application anxiety is significantly and negatively correlated to perceived ease of use of open source learning management system.

Not supported

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SUMMARY – HYPOTHESES RESULTS .. Cont’Hypotheses Results

H1c: Computer application anxiety is significantly and negatively correlated to intention to use open source learning management system.

Not supported

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

Supported

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SUMMARY – HYPOTHESES RESULTS .. Cont’Hypotheses Results

H2b: Self-efficacy is significantly and positively correlated to perceived ease of use of open source learning management system.

Supported

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

Supported

CONCLUSION

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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

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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

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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.

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FUTURE RESEARCH AREAS

• Longitudinal approach• Undergraduates and postgraduates in

other courses or institutions using Claroline

THANK YOU