Dynamic Analysis of UTAUT: The Case of Microsoft Project Management Software

Autor/inn/en	Abualbasal, Wejdan; Abu-Shanab, Emad; Al-Quraan, Heba
Titel	Dynamic Analysis of UTAUT: The Case of Microsoft Project Management Software
Quelle	In: International Journal of Web-Based Learning and Teaching Technologies, 11 (2016) 3, S.40-54 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-1093
DOI	10.4018/IJWLTT.2016070104
Schlagwörter	Technology Integration; Longitudinal Studies; Student Attitudes; Computer Attitudes; Performance; Locus of Control; Prediction; Intention; Computer Software; Foreign Countries; Technology Uses in Education; Educational Technology; Program Administration; Surveys; Statistical Analysis; College Students; Correlation; Time; Experience; Jordan + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Achievement; Leistung; Vorhersage; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Survey; Umfrage; Befragung; Statistische Analyse; Collegestudent; Korrelation; Zeit; Erfahrung
Abstract	The technology adoption domain is rich with studies that utilized a cross-sectional snapshot of subjects' perceptions regarding the adoption of new technology. This research tried to implement a longitudinal study that took three measures within 4 months to estimate the influence of time and experience on students' perceptions. The study adopted a modified version of the Unified Theory of Acceptance and use of Technology (UTAUT) with effort expectancy, performance expectancy, facilitating conditions, and locus of control predicting the intention to use Microsoft Project. Results supported the UTAUT and its prediction. Also, this study fitted two types of dynamic research typologies (learning curve and equilibrium circles) to the UTAUT relationships and across time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01