1
UNDERSTANDING THE BEHAVIOR CHANGES
IN BELIEF AND ATTITUDE AMONG
EXPERIENCED AND INEXPERIENCED
LEARNING OBJECT USERS
Presenter: Asta Y.Z. Lord
Advisor: Ming-Puu Chen
Date: March 21, 2009
Lau, S.H., & Woods, P.C.(2009). Understanding the behavior changes in belief
and attitude among experienced and inexperienced learning object users .
Computers & Education, 52(2), 333-342.
Introduction
Background
Previous IT usage studies have examined the formation of
initial beliefs and attitudes, but to date very little research
has been done to provide empirical evidence on the
changes in user beliefs and attitudes over time and to
validate the potential reasons for such changes.
Research Motivation
Focused on user beliefs (specifically, perceived usefulness
and perceived ease of use) and behavioral intention
because prior studies of IT usage have established these
perceptions as the key determinants of both initial IT usage
and long term usage intention and behavior.
Introduction
Research Questions
Do users’ beliefs and intentions to use change,
and how do they change over time?
Are the perceived usefulness, perceived ease of
use, and intention to use the same for
experienced and inexperienced users of learning
objects over time?
Importance
Provide evidence that help to reduce the belief
and intention gaps, which existed between
experienced and inexperienced users.
Literature Review
Theoretical Background
Intention-based theories
Theory of Reasoned Action (TRA) (Fishbein & Ajzen, 1975),
Theory of Planned Behaviour (TPB) (Ajzen,1991), and
Technology Acceptance Model (TAM) (Davis, 1989)
have been used to predict and understand user adoption and usage
of IT innovations.
Potential adopters must first learn about the innovation and be
persuaded to try it out before deciding to adopt or reject the
innovation (Rogers, 1995).
Empirical IS study suggested that training provides users with
conceptual and procedural knowledge, which in turn influences
perceived ease of use (Venkatesh & Davis, 1996), attitudes
(Raymond, 1988) and usage (Kraemer, Danziger, Dunkle, & King,
1993).
Literature Review
Preliminary evidence regarding the temporal
changes in IT innovation adoption
Szajna (1996) revealed that perceived usefulness to
be a strong and consistent predictor of usage
intentions across time, but found ease of use to
have a declining effect, eventually becoming non-
significant at a later point in time.
Direct-use experience was a determinant of
behavior (Ajzen & Fishbein, 1980)
User’s beliefs and attitudes formed through initial
exposure may change significantly over time as
his/her use experience increases (Venkatesh &
Davis, 2000).
Literature Review
Igbaria et al. (1995) indicated that computer
experience and user training were positively
associated with perceived ease of use and
perceived usefulness.
Venkatesh and Davis(1996) found that the
perceived ease of use of a system measured
after hands-on experience will be system
specific and hence, significantly different
from measures taken before hands-on
experience.
Methods
Longitudinal study(?)： 3 time-period studies
Participants:
N=601, 1st year undergraduate IT students
Basic data: gender, learning object experience,
computer and internet skills.
Measurement scales
pre-validated scales(Davis, 1989; Davis, Bagozzi, &
Warshaw, 1989).
seven-point semantic differential bi-polar scales
perceived usefulness (PU), perceived ease of use
(PEU), and behavioral intention (BI) were
measured.
Methods
Phase I: first day of trimester
Brief introduction of learning objects (LOs), 15 min
1st survey: basic data and the pre-usage learning
object perceptions and intentions.
Phase II: the same day right after Phase I
45 min on exploring the LOs related to logic gates
2nd survey: initial perception of LOs usage
Phase III:
10 weeks to carry out the direct-use experience
3rd survey: post-usage perceptions
Results
For perceived ease of use (PEU)
Results
For perceived usefulness (PU)
Results
For behavioral intention (BI)
Results
a statistical significant difference between experienced and
inexperienced users for perceived ease of use over time
Results
a statistical significant difference between experienced
and inexperienced users for perceived usefulness
over time.
Results
a statistical significant difference between experienced and
inexperienced users for behavioral intention over time.
Discussions
The initial exposure through introduction and
training sessions were powerful mechanism to
enhance users’ adoption and use of learning
object, especially for inexperienced learning
object users.
Users’ perceptions and attitudes are monitored
and managed over time so that appropriate
measures can be taken to cope with any
changes resulting from increased direct-use
experience.
Conclusions
This empirical study revealed that initial exposure through
introduction and training played important roles that
influenced the formation and gradual change of users’ beliefs
and intentions to use learning objects, especially for
inexperienced learning object users.
Training and direct-use experience have helped to reduce the
belief and intention gaps that existed between experienced
and inexperienced users.
The influence of training on users’ perceptions was sustained
over time, further indicating its importance.
Educators should create effective persuasive strategies
(introduction and demonstration) and training to help users to
form positive beliefs and attitudes towards learning objects.