Abstract:

This paper examines various extensions of the Technology Acceptance Model (TAM) and related frameworks from a theoretical and empirical point of view. A discussion of the relevant literature – from a multi-disciplinary perspective – explains why it is important to bridge the different fields that are involved: educational science, statistical computing, and usability/technology research.

The theoretical contribution of the paper consists of substantial extensions/improvements of the TAM which are embedded within the theoretical paradigms of individual and social constructivism. It is argued that the usability aspects of e-learning systems cannot be treated independently from their impact on learning behavior and the pedagogical setting in which they are implemented.

The empirical evidence is based on our on-going efforts to implement and improve the Compendium Platform (Wessa et al. 2009) which features Reproducible Computing Technology (Wessa 2009) for the purpose of Statistics Education (Poelmans et al. 2008). Based on data from two consecutive years we are now able to provide strong support for the newly proposed Educational Technology Acceptance and Satisfaction Model which explicitly takes into account differences in gender and prior knowledge/education. The empirical analysis is embedded in a methodological approach which allows us to substantially improve the predictive performance of the model that is employed.

Keywords:

technology acceptance, learning outcomes, learning satisfaction, social.