Exploring Gender Differences in SMS-Based Mobile Library Search System Adoption

Autor/in	Goh, Tiong-Thye
Titel	Exploring Gender Differences in SMS-Based Mobile Library Search System Adoption
Quelle	In: Educational Technology & Society, 14 (2011) 4, S.192-206 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Females; Self Efficacy; Intention; Libraries; Online Catalogs; Gender Differences; Handheld Devices; Regression (Statistics); Hypothesis Testing; Computer Mediated Communication; Synchronous Communication; Telecommunications; Word Processing; Information Technology; Educational Technology; Multiple Regression Analysis; Online Searching; Search Strategies; Information Literacy + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Self-efficacy; Selbstwirksamkeit; Library; Bibliothek; Online catalog; Online catalogue; Online catalogues; Online-Katalog; Geschlechterkonflikt; Regression; Regressionsanalyse; Hypothesenprüfung; Hypothesentest; Computerkonferenz; Telekommunikationstechnik; Textverarbeitung; Informationstechnologie; Unterrichtsmedien; Online-Recherche; Suchstrategie; Informationskompetenz
Abstract	This paper investigates differences in how male and female students perceived a short message service (SMS) library catalog search service when adopting it. Based on a sample of 90 students, the results suggest that there are significant differences in perceived usefulness and intention to use but no significant differences in self-efficacy and perceived ease of use between genders. The findings reveal that SMS efficiency has a significant influence on self-efficacy for males but not for females. Online Public Access Catalog (OPAC) experience has a stronger but less significant influence on self-efficacy for females but very little influence for males. Perceived usefulness is still the driving force behind intention to use for both genders. The findings suggest that factors influencing self-efficacy and its impact on Technology Acceptance Model (TAM) constructs are different for each gender. The implications of these findings are discussed for both researchers and practitioners. (Contains 8 tables and 5 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10