Abstract
The purpose of this research is to fill the gap between the student expectation and service provided by the digital library in terms of the service quality offering in the library. The user satisfaction of digital library was measured quantitatively through online questionnaire and analysed to establish relationship between the user satisfaction and its antecedents in order to identify critical factors so that suggestions could be made for the Chief Information Officers to enhance the user satisfaction. Keywords: Technology acceptance model, Perceived ease of use, Perceived usefulness, Intention to use, User satisfaction, Digital library. DOI: 10.7176/IKM/12-2-03 Publication date: February 28 th 2022
Highlights
Technology Acceptance Model (TAM) (Davis, 1989) was proposed is late 80s and since it has been integrated with other models as well as extended to fit into many different contexts of technology usage which includes online shopping (Klopping & McKinney, 2004), E-commerce Valencia et al, (2019), E-payments (Ardiansah et al, 2020), mobile libraries (Rafique et al, 2020), ride-sharing services (Wang et al, 2020)
The study results revealed that the three proposed external variables: system quality; perceived self-efficacy and facilitations conditions were significant predictors of faculty attitude towards Learning Management System (LMS)
This research has mainly focussed on dimensions which can be integrated to the Technology Acceptance Model (TAM) in the context of digital library adoption in higher education
Summary
Technology Acceptance Model (TAM) (Davis, 1989) was proposed is late 80s and since it has been integrated with other models as well as extended to fit into many different contexts of technology usage which includes online shopping (Klopping & McKinney, 2004), E-commerce Valencia et al, (2019), E-payments (Ardiansah et al, 2020), mobile libraries (Rafique et al, 2020), ride-sharing services (Wang et al, 2020). The study results revealed that the three proposed external variables: system quality; perceived self-efficacy and facilitations conditions were significant predictors of faculty attitude towards LMSs. Similar to prior research findings, the study results further confirmed the validity of the extended TAM in determining users’ technology acceptance behaviour
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