Abstract:

Despite the growing importance of the e-learning environment, there is a scarcity of academic literature on key drivers leading to users’ positive attitudes towards Skype-based application as an instructional tool. It is crucial for managers of educational institutions to understand which aspects improve students’ attitude towards e-learning systems, in order to assign resources effectively to increase students’ satisfaction. This paper provides a conceptual model that integrates both utilitarian–perceived ease of use and perceived usefulness- and hedonic –playfulness- drivers of attitude towards Skype-based e-learning tool. The effect of attitude on users’ acceptance of and satisfaction with the technology is also analyzed. We test our proposed model using the path analysis of data collected from an experiment where undergraduate students from USA and Spain worked in pairs using Skype to improve their language and intercultural communication skills. Results provide a holistic view on the relationships among consumer beliefs about technology, attitude, students’ acceptance and satisfaction with the Skype. The application of these factors in the USA and Spanish markets allows comparisons to be made with studies done in other countries with different e-learning adoption rates. Theoretical and managerial implications are provided to conclude this study.

Keywords:

e-learning, attitude, perceived ease of use, perceived usefulness, playfulness, satisfaction.