Motivational factors that influence the acceptance of Moodle using TAM

Authors:
R. Arteaga Sánchez;A. Duarte Hueros
Affiliations:
Department of Financial Economics and Accounting, University of Huelva, Pza. Merced 11, 21002 Huelva, Spain;Department of Education, University of Huelva, Campus del Carmen, Avd. Tres de Marzo s/n 21071 Huelva, Spain
Venue:
Computers in Human Behavior
Year:
2010

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Abstract

Moodle and other virtual teaching platforms have bolstered the ability and motivation of universities to support distance learning. The aim of our study is to improve understanding of the motivational factors behind student satisfaction, or dissatisfaction, with the Web-based learning platform, Moodle. Our study extends the Technology Acceptance Model (TAM) to include technical support and perceived self-efficacy, with the expectation that they influence usage of Moodle. We surveyed 226 students of the Business Administration and Management (LADE) and Infant and Primary School Teaching degree courses of the University of Huelva. The data showed that technical support has a direct effect on perceived ease of use and perceived usefulness. Moodle usage was also directly influenced by perceived ease of use and attitude. The results reveal the importance of perceived ease of use and perceived usefulness on attitude.