New Technology Adoption of E-Learning: Model of Perceived Usefulness

Abstract

E-learning is the latest learning method and is helpful during a pandemic due to face-to-face restrictions. Through e-learning, distance is not a problem in disseminating knowledge. It is essential to evaluate the concept of e-learning, especially its usability and adaptation by users. So this study aims to assess the factors that increase e-learning adaptation through perceived usefulness. There are four factors studied including compatibility, facilitating conditions, personal innovativeness and self-efficacy. The research method used is through surveys, surveys are carried out to students as e-learning users. Data were taken from students through a quantitative questionnaire. The data is processed using SmartPLS with evaluation based on the research hypothesis design. There are two data processing, namely PLS Algorithm and Bootstrapping. The research findings were conveyed that compatibility and self-efficacy had a positive relationship and were able to increase the perceived usefulness of e-learning users. Technology adaptation can be done well by students if it is supported by hardware and software compatibility, as well as user behavior, namely self-efficacy. It is known that the facilitation conditions owned by the campus and personal innovativeness in e-learning do not support the perceived usefulness of students. The findings of this study are useful for the education industry in implementing the concept of e-learning by taking into account two factors that influence technology adaptation, namely compatibility and self-efficacy.