Using the Technology Acceptance Model in Understanding Academics’ Behavioural Intention to Use Learning Management Systems

TLDR

E‑learning is nascent in Saudi Arabia, yet most public universities are keen to adopt learning and teaching tools. The study aims to determine a tool’s significance and predict its adoption success by modifying TAM to forecast Saudi universities’ behavioural intention to use LMS. The authors adapted TAM, incorporating perceived ease of use, perceived usefulness, attitude toward usage, and external factors such as LMS availability, prior experience, and job relevance, to model behavioural intention. The model shows that all variables influence behavioural intention, confirming TAM’s applicability and its original findings.

Abstract

Although e-learning is in its infancy in Saudi Arabia, most of the public universities in the country show a great interest in the adoption of learning and teaching tools. Determining the significance of a particular tool and predicting the success of implantation is essential prior to its adoption. This paper presents and modifies the technology acceptance model (TAM) in an attempt to assist public universities, particularly in Saudi Arabia, in predicting the behavioural intention to use learning management systems (LMS). This study proposed a theoretical framework that includes the core constructs in TAM: namely, perceived ease of use, perceived usefulness, and attitude toward usage. Additional external variables were also adopted—namely, the lack of LMS availability, prior experience (LMS usage experience), and job relevance. The overall research model suggests that all mentioned variables either directly or indirectly affect the overall behavioural intention to use an LMS. Initial findings suggest the applicability of using TAM to measure the behavioural intention to use an LMS. Further, the results confirm the original TAM’s findings.