Personalization, Screen design and E-learning System Acceptance: An Empirical Analysis

Abstract

In The study investigates Personalization, Screen design and E-learning System Acceptance through a modified technology acceptance model. Electronic learning (E-learning) system acceptance has attracted significant interest from the researchers and academia. Several models have been developed and extended to examine the decision-making process of individuals towards using those systems, and to understand new insights into E-learning system acceptance models. Among the models applied, technology acceptance model (TAM) has been considered a substantially effective model to understand the usage behaviour, specifically when innovative and continuously changing systems are brought under investigation. However, the TAM model has also been criticized for its limited capability to explain individuals' acceptance behaviour across technologies and information systems (such as E-learning system). In this regard, we have proposed an extended TAM by adding two important factors, i.e. personalization and screen design in order to investigate and understand E-learning acceptance behaviour. We tested our extended model with a sample of 308 users (university students) of E-learning system. A structured questionnaire was used to collect the data for the study. For the analysis of the gathered data, the Analysis of Moment Structures Software (AMOS) with Structural Equation Modelling (SEM) techniques was used. Results suggest a significant support for the model. On the whole, the model explained 47.3 % of shared variance (i.e. R2). This study provides valuable insights into the factors that have an impact on the acceptance of E-learning system, and offers new ideas in understanding the systems acceptance in developing countries contexts.