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Extending the Technology Acceptance Model (TAM) to assess Students'

Behavioural Intentions to adopt an e-Learning System: The Case of Moodle as
a Learning Tool

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Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1): 13- 30
© Scholarlink Research Institute Journals, 2016 (ISSN: 2141-7016)
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Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

Extending the Technology Acceptance Model (TAM) to assess

Students’ Behavioural Intentions to adopt an e-Learning System:
The Case of Moodle as a Learning Tool
Ahmad A. Rabaa’i

Department of Computer Science and Information Systems,

College of Arts and Sciences,
American University of Kuwait, Safat, Kuwait
_________________________________________________________________________________________
Abstract
Universities are implementing e-learning systems to improve the learning-teaching process. However, when an
e-learning system is implemented, it needs to be adopted by its users, and the acceptance and adoption of this e-
learning system will be influenced and determined by different factors. The aim of this study is to assess the
factors that influence university students‟ intention to use an e-learning system and use Moodle as the exemplar
case. An extended version of the technology acceptance model (TAM) was used in this study as its theory base.
Data was collected from 515 students from a private university in the State of Kuwait. Partial least squares
(PLS) of structure equation modelling (SEM) technique was used to analyze the data. The study results showed
that the variables perceived credibility, satisfaction, subjective norm, self-efficacy, perceived ease of use,
perceived usefulness and attitude positively affecting the intention to use the e-learning system Moodle. It is
believed that this research is to be the first to find empirical support for these relationships in the Kuwaiti
context. Additionally, different from most of the studies that consider western countries, this study supports
TAM‟s reliability and validity in an educational context in the Middle East region and more specifically in
Kuwait.
__________________________________________________________________________________________
Keywords: adoption, e-learning, kuwait, moodle, technology acceptance, TAM

INTRODUCTION support, and knowledge reuse. For instance, LMS is a

The advancement of different technologies provides system that provides services that are necessary for
instructors with many interesting tools that can be handling all aspects of a course through a single,
used to improve the teaching–learning process. As a intuitive and consistent web interface. Such services
result, universities are investing considerable are, for example: (1) course content management, (2)
resources in e-learning systems to support teaching synchronous and asynchronous communication, (3)
and learning (Deng & Tavares, 2013; Islam, 2012). the uploading of content, (4) the return of students‟
The usefulness of these tools makes important for work, (5) peer assessment, (6) student administration,
universities and instructors to have more information (7) the collection and organization of students‟
about the advantages and possibilities of adopting grades, (8) online questionnaires, (9) online quizzes,
these technologies (Kaminski, 2005), as well as about (10) tracking tools, etc (Sumak et al., 2011). Moodle
the results derived from their application (Martín- offers these advanced and user-friendly functions for
Blas & Serrano-Fernández, 2009). The Learning encouraging the collaborative work of students and
Management System (LMS) is one such e-learning teachers (Hsu, 2012).
system that facilitates educator-to-student
communication, tracking students‟ progress, and the Weitzman et al. (2006) provided a specific guide in
secure sharing of course content online (Martín-Blas relation to the factors that must be taken into account
& Serrano-Fernández, 2009). before institutionalizing a tool like Moodle: (1)
defining its purpose: The universities and high
Moodle (Modular Object-Oriented Dynamic education institutions need to explicitly inform both
Learning Environment), a well-known Learning teacher Educators and graduate students (i.e. in
Management System (LMS), is an open source that written form) about the Moodle platform: i.e.,
enables teachers to create their dynamic, effective guidelines and protocols on how to use Moodle (i.e.,
online learning sites for students (Hsu, 2012). criteria for uploading documents or designing quizzes
According to Ellis (2009), a robust LMS should or questionnaires), (2) collecting information about
contain several functions such as automate its users, (3) generating a list of suggestions based on
administration, self-service and self- guided services, the feedback obtained in steps 1 and 2: The
rapid assembly and delivery of learning con-tent, a universities have to conduct preliminary studies to
scalable web-based platform, portability and standard know the potential users`, opinions and suggestions

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Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

(4) carrying out research that show its benefits are some overlaps. However, most of the IT adoption
(collecting empirical evidences), and (5) choosing works conducted earlier had adopted the technology
and implementing the tool (according to collected acceptance model (TAM) to examine the user‟s
research evidences). Recently, researchers have found intention for acceptance of technology. In their study
that the models and theories that emerged from the of a total of 500 survey questionnaires, Adensina and
body of research within the business contexts could Ayo (2010) found that TAM is the most widely used
be applied to understanding technology acceptance in model for technology adoption.
educational contexts (Teo, 2013). Among the most
popular models in technology acceptance research, TAM was developed by Davis (1986) to theorize the
the technology acceptance model (TAM) (Davis, usage behavior of computer technology. The TAM
1989) has been found to be a robust and was adopted from another popular theory called
parsimonious model for understanding the factors theory of reasoned action (TRA) from field of social
that affect users‟ intention to use technology in psychology which explains a person‟s behavior
education (Teo, 2011, 2012). TAM has become one through their intentions. Intention in turn is
of the most widely used models in technology determined by two constructs: individual attitudes
embedded education research (Kılıç, 2014). What toward the behavior and social norms or the belief
makes the TAM model widespread is its understand- that specific individuals or a specific group would
ability and simplicity (King & He, 2006). approve or disprove of the behavior. While TRA was
theorized to explain general human behavior, TAM
This study adopted a modified version of the specifically explained the determinants of computer
Technology Acceptance Model (TAM) to investigate acceptance that are general and capable of explaining
factors that determine the adoption of e-Learning user behavior across a broad range of end-user
systems among university students in Kuwait and use computing technologies and the user population
Moodle as a teaching tool exemplar. To the best of (Davis, Bagozzi & Warshaw, 1989). TAM breaks
our knowledge, this is the first paper that addresses down the TRA‟s attitude construct into two
this issue in the Middle East region and specifically constructs: perceived usefulness (PU) and perceived
in the State of Kuwait. The main research question of ease of use (EU) to explain computer usage behavior.
this paper is: What are the main factors that In fact, TAM proposes specifically to explain the
determine university students’ attitudes toward the determinants of information technology enduser‟s
adoption of e-Learning systems? It is believed that behavior towards information technology (Saade,
the findings of this study consolidate steps 3 and 4 of Nebebe & Tan, 2007). In TAM, Davis (1989)
Weitzman‟s et al. (2006) guidelines. proposes that the influence of external variables on
intention is mediated by perceived ease of use (PEU)
The paper is structured as follows. Following the and perceived usefulness (PU). TAM also suggests
Introduction, Section 2 provides (a) a brief that intention is directly related to actual usage
background of technology acceptance and adoption, behavior (Davis et al., 1989).
(b) an abbreviated past research on technology
adoption in education, and (c) an overview Moodle, While TAM has received extensive support through
the exemplar teaching tool investigated in this study; validations, applications and replications for its
Section 3 discusses the research model and power to predict use of IS and is considered to be the
hypotheses development; Section 4 explains the most robust and influential model explaining IS
research method; Section 5 presents the research adoption behaviour (Davis, 1989; Davis et al., 1989;
results; and Section 6 summarises the hypothesis Lu et al., 2003), it has been found that TAM excludes
testing; followed by the research conclusions, some important sources of variance and does not
limitations and future research in section 7. consider challenges such as time or money
constraints as factors that would prevent an
LITERATURE REVIEW individual from using an information system (Al-
Technology Acceptance and Adoption Shafi and Weerakkody, 2009). In addition, TAM has
Researchers in the field of Information Systems (IS) failed to provide meaningful information about the
have for long been interested in investigating the user acceptance of a particular technology due to its
theories and models that have the power in predicting generality (Mathieson et al., 2001). Davis et al,
and explaining behaviour (Venkateshet al., 2003). (1989) compared the TAM with TRA in their study.
Various models were developed, such as the Theory The confluence of TAM and TRA led to a structure
of Reasoned Action (TRA) (Fishbein and Ajzen, based on only three theoretical constructs: behaviour
1975), Innovation Diffusion Theory (IDT) Rogers intention (BI), perceived usefulness (PU) and
(1962, 1995), Theory of Planned Behaviour (TPB) perceived ease of use (PEOU). Social norms (SN)
(Ajzen, 1991), Diffusion of Innovation (DOI) Rogers were found to be weak as an important determinant
(1995) and Technology Acceptance Model (TAM) of behavioural intention. While TRA and TPB
(Davis, 1986). Each model has its own independent theorised social norms as an important determinant of
and dependent variables for user acceptance and there behavioural intention, TAM does not include the

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Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

social norms as such, influence of social and control key factors moderate the relationships between these
factors on behaviour. This is significant, as the model constructs, behavior intention and behavior of use
will miss a core and critical component of technology namely age, gender, voluntariness and experience
acceptance, as these factors are found to have a (Venkatesh et al., 2003). The model has been shown
significant influence on IT usage behaviour to explain up to 70 percent of variance in intention to
(Mathieson, 1991; Taylor & Todd, 1995) and indeed use technology, outperforming each of the
are important determinants of behaviour in the TPB aforementioned specified models; therefore, it has
(Ajzen, 1991). been argued that the UTAUT model should serve as a
benchmark for the acceptance literature (Venkateshet
For instance, researchers have found that original al., 2003).
TAM variables may not adequately capture key
beliefs that influence consumer attitudes toward e- Since its original publication, UTAUT has been
commerce, for example, (Pavlou, 2003). As a result, applied to the study of a variety of IT applications in
TAM has been revised in many studies to fit a both organizational and non-organizational settings
particular context of technology being investigated. that have contributed to fortifying its generalizability
One important and well-received revision of TAM (Venkatesh et al., 2012). For instance, The UTAUT
has been the inclusion of social influence processes in model has been adopted by many studies either
predicting the usage behavior of a new technology by partially or wholly and confirmed its validity and
its users (Venktatesh and Davis, 2000). Legris et al. reliability in different situations and contexts (e.g.
(2003) suggested that TAM deserves to be extended, Khan et al., 2011; Slade, Williams and Dwivedi,
by integrating additional factors, to facilitate the 2013). It should be noted though, that the application
explanation of more than 40 percent of technology of UTAUT as raised a number of concerns in relation
acceptance and usage. Other studies (e.g. Sun & to its applicability in non-Western countries (e.g. Al-
Zhang, 2006; Thompson et al., 2006) have suggested Qeisi et al., 2015).
to extension and refinement of the technology
acceptance models to enhance it generalizability. Technology Acceptance and Adoption in
Thompson et al. (2006) argued that, considering the Education
evolving new technologies, perceived ease of use and Recently, various papers have been published on the
perceived usefulness are not the only suitable context of application of TAM in the higher
constructs that determine technology acceptance. education context (e.g. Teo, 2009, 2010, 2011a,
Moreover, Agarwal and Prasad (1998) stated that, 2011b). A number of studies have used TAM to
including more dimensions, with other IT acceptance examine learners‟ willingness to accept e-learning
models in order to enhance its specificity and systems (e.g., Al-Adwan et al., 2013; Shah et al.,
explanatory utility, would perform better for a 2013; Sharma and Chandel, 2013; Shroff et al., 2011;
particular context. Tabak and Nguyen, 2013) or to predict learners‟
intentions to use an online learning community (Liu
Venkatesh and Davis (2000) extended the original et al., 2010). Some papers focused on validating
TAM model to explain perceived usefulness and TAM on a specific software which is applied in
usage intention in terms of social influence (e.g., higher education. For example, Escobar-Rodriguez
subjective norms, voluntariness) and cognitive and Monge-Lozano (2012) use TAM for explaining
instrumental processes (e.g., job relevance, output or predicting university students‟ acceptance of
quality). The extended model is referred to as TAM2. Moodle platform, while Hsu et al. (2009) performed
Later, Venkatesh et al. (2003) adopted a new model, an empirical study to analyze the adoption of
the Unified theory of Acceptance and Use of statistical software among online MBA students in
Technology (UTAUT), which incorporates constructs Taiwan. While some studies report that perceived
from a number of other IT adoption theories/models. usefulness and perceived ease of use impact attitude
UTAUT was developed as a result of a review and toward technology use and behavioral intention to
synthesis of eight theories and models of IT adoption use technology (e.g. Rasimah et al., 2011; Teo, 2011;
(Venkatesh et al., 2012). Since its original Sumak et al., 2011), Grandon et al. (2005) argued
publication, UTAUT has been applied to the study of that e-learning self-efficacy was found to have
a variety of IT applications in both organizational and indirect effect on students‟ intentions through
non-organizational settings that have contributed to perceived ease of use. Also, Mungania and Reio
fortifying its generalizability (Venkatesh et al., 2012). (2005) found a significant relationship between
UTAUT was developed as a result of a review and dispositional barriers and e-learning self-efficacy.
synthesis of eight theories and models of IT adoption They argued that educational practitioners should
(Venkatesh et al., 2012). UTAUT comprise of four take into consideration the learners‟ dispositions and
predictors of users‟ behavioral intention and behavior find ways through which e-learning self-efficacy
of use; these four factors are performance could be improved.
expectancy, effort expectancy, social influence and
facilitating conditions (Venkatesh et al., 2003). Four

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Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

Dasgupta et al. (2002) analyzed the acceptance of a demonstrated that new variables related to personality
courseware management technology (e-collaboration traits, like being innovative and feelings of anxiety
tool) by undergraduate students. They found that user towards the computer, had a direct effect on
level is a significant determinant of the use of this perceived ease of use.Gibson et al. (2008) studied the
technology. Also, Selim (2003) investigated TAM degree to which TAM was able to adequately explain
with web-based learning. The author proposed the faculty acceptance of online education. Results
course website acceptance model (CWAM) and indicate that perceived usefulness is a strong
tested the relationships among perceived usefulness, indicator of faculty acceptance; however, perceived
perceived ease of use and intention to use with ease of use offers little additional predictive power
university students. The results of his study indicated beyond that contributed by perceived usefulness of
that the model fits the collected data. Additionally, online education technology.
Selim argued that usefulness and ease of use are
significant determinants of the acceptance and use of UTAUT, Jairak et al. (2009) confirmed that the
the course website. By integrating TAM with unified theory of acceptance and use of technology
motivational theory, Lee et al. (2005) studied was able to explain university students‟ mobile
university students‟ adoption behavior towards an learning acceptance. They argued that the university
Internet-based learning medium (ILM) introducing administration should emphasize a well fit design
TAM. The authors included perceived enjoyment as mobile learning system that is appropriate with
an intrinsic motivator in addition to perceived student‟s perception. Moreover, Shen and Eder
usefulness and perceived ease of use. The results (2009) examined students‟ intentions to use the
indicated that perceived usefulness and perceived virtual world Second Life for education, and
enjoyment had an impact on both students‟ attitude investigated factors associated with their intentions.
toward and intention to use ILM. However, perceived Results suggested that perceived ease of use affects
ease of use was found to be unrelated to attitude. user‟s intention to adopt Second Life through
perceived usefulness. Computer self-efficacy and
Phuangthong and Malisawan (2005) argued that computer playfulness were also significant
TAM was helpful to understand factors affecting antecedents to perceived ease of use of virtual
mobile learning adoption with 3rd generation mobile worlds. Based on TAM, Teo (2009) investigated
telecommunication (3G) technology. Drennan et al. teacher candidates in Singapore. The study found that
(2005) examined the factors affecting student technology acceptance of teachers increased their
satisfaction with flexible online learning and effective technology use in their classes.
identified two key student attributes of student Additionally, Al-hawari and Mouakket (2010)
satisfaction: positive perceptions of technology in analyzed the significance of TAM factors in the light
terms of ease of access and use of online flexible of some external factors on students‟ e-retention and
learning material and autonomous and innovative the mediating role of e-satisfaction within e-learning
learning styles. Additionally, Dikbaş et al. (2006) context. They found significant relationships between
examined the perceptions of teachers in relation to these factors and indicated that further testing across
using technology in classrooms. The authors found different countries is needed to identify other external
that perceived ease of use and perceived usefulness factor that might influence IT acceptance. Also,
are important predictors of effective technology use. Waheed and Jam (2010) tested the teacher‟s
Elwood et al. (2006) investigated students‟ acceptance of implementing web-based learning
perceptions on laptop initiative in higher education. environment based on TAM. The results of the study
They found that the external factor “perceived support that teachers are accepting to implement the
change” is relevant to understand the technology new virtual based learning system for better
acceptance within the university environment. productivity of teachers, students and institution.

Ngai et al. (2007) investigated the factors that Sumak et al. (2011) found that perceived usefulness
influence WebCT use in higher education institutions and perceived ease of use were factors that directly
in Hong Kong, using the TAM model. They extended affected students‟ attitude, and perceived usefulness
the model to include a new factor „„technical was the strongest and most significant determinant of
support”. The results revealed that technical support students‟ attitude toward using technology in
is an important direct factor in the feeling that the learning, while Wu and Gao (2011) identified
system is easy to use and is useful. Moreover, using perceived enjoyment as a factor in predicting attitude
the extended TAM2, Van Raaij and Schepers (2008) and behavioral intentions to the use of clickers in
researched the acceptance and usage of a virtual student learning. Based on TAM, Wong et al. (2012)
learning environment in China and the results explored the role of gender and computer teaching
indicated that perceived usefulness has a direct effect efficacy as external variables in technology
on the use of virtual learning environments (VLE). acceptance in Malaysia. The authors found that TAM
Perceived ease of use and subjective norms only had was adequately explained by the data. The model
an indirect effect via perceived usefulness. It was also

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Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

accounted for 36.8 percent of the variance in and management (Chavan&Pavri, 2004),
intention to use computers among student teachers. easiness of navigation; software
attractiveness and users‟ satisfaction
Moodle (Kirner&Saraiva, 2007).
Moodle has been used as a LMS platform for sharing
useful information, documentation, and knowledge Social presence. Moodle promotes a sense of
management in research projects; yielding important community in online courses (Sagun&Demirkan,
benefits to the researchers (Uribe-Tirado et al., 2007). 2009). Social presence is an essential aspect in any
In fact, one of the most used LMS is Moodle, an open educational experience referring to participants‟
source based on pedagogical principles (Goyal perception on the degree they see others as true
&Puhorit, 2010) that incorporates several multimedia speakers in mediated communication
resources to manage content lessons (Moodle, 2007). (Gunawardena& Zittle, 1997). It has been
One reason that may have contributed to this is that demonstrated to be a relevant predictor of students‟
Moodle does not emerge from the engineering perceived learning (Richardson & Swan, 2003).
context but, on the contrary, it has an educational
background (Cole & Foster, 2007). RESEARCH MODEL AND HYPOTHESES
DEVELOPMENT
Peat and Franklin (2002) argue that the wide spread The research model of this study is presented in
of using Moodle is contributed to not only for its Figure 1.
technical applications but for the promotion of new
learning among students since it facilitates an
organized display of the material. For instance,
Moodle, as a teaching tool, allows for (a) The
management of subject contents (documents,
graphics, web pages or videos); (b) Communication
with students (i.e. forums or virtual tutorials) and (c)
Students’ assessment (i.e. grading or monitoring
subject assignments) (Susana et al., 2015, p: 605).

Additionally, Moodle complements teachers‟ face-to-

face teaching. Martín-Blas and Serrano-Fernández
(2009) argued that instructors can also improve
Moodle platform by implementing web-based peer
assessment. The authors stated that these works are
used to enhance the student cognitive schema, Figure 1. The Research Model
helping them to construct their knowledge, and
promoting the student positive attitudes towards Perceived Credibility (PC)
discussing and cooperating with peers. It is evidenced In this study, perceived credibility (PC) designates
that students increase their skills to undertake the perception of protection of students‟ transaction
learning by using the information technology. details and personal data against illegal entrance.
According to Hanudin (2007), perceived credibility is
Martín-Blas and Serrano-Fernández (2009) claimed a key indicator of behavioral intention to use an IS.
that Moodle has become established as an online tool Perceived credibility refers to two important
that allows the use of graphics, forums, chat, dimensions which are security and privacy. Security
databases, quizzes, survey, wikis, web pages, video is defined as the protection of information or systems
transmissions, and Java and Active X technologies to from unsanctioned intrusions or outflows, while
reinforce lessons. Additionally, Moodle is expanding privacy is the protection of various types of data that
its use to cloud computing and mobile learning are collected (with or without the knowledge of the
(Wang et al., 2014). users) during users‟ interactions with the internet
(Hoffman et al., 1999). Oni and Ayo (2010) tested
Susana et al. (2015, p: 605) argued that Moodle has empirically and proved that Perceived Credibility
three characteristics: (PC) have positive impact on Perceived Ease of Use
1. Interaction. It enhances student-student (PEOU) and Perceived Usefulness (PU). Nysveen et
discussions (Picciano, 2002). Beaudoin al, (2005) also found perceived credibility had a
(2001) found that students reported significant effect on intention. The usage intention
increased satisfaction for online courses. (i.e. attitude towards using Moodle) could be affected
2. Usability. It has a variety of useful options by students‟ perceptions of credibility regarding
for students such as easy installation security and privacy issues. Thus, to study the effect
(Katsamani et al., 2012), customization of of perceived credibility on students‟ acceptance of
the options (Sommerville, 2004), security

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Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

using Moodle, the study makes the following social environments (Venkatesh and Davis, 2000).
hypotheses: Whether this is positive or negative; it is a very
H1: Perceived credibility has a important factor in many aspects of the lives of
significant effect on perceived citizens and is likely to be influential (Venkateshet
ease of use. al., 2003). It is believed that, in some cases, people
H2: Perceived credibility has a might use a system to comply with the mandates of
significant effect on perceived others rather than their own feelings and beliefs
usefulness. (Davis, 1989).

Self-Efficacy (SE) From the theory of planned behaviour (Ajzen, 1991)

Self-efficacy is one‟s belief in his or her ability to and unified theory of acceptance and use of
execute a particular task or behavior (Bandura, 1986). technology (Venkatesh et al., 2003) subjective norm
Venkatesh and Davis (1996) found that SE acts as a (or social influence) was hypothesised to have a
determinant of perceived ease of use both before and direct effect on behavioural intention and perceived
after hands-on use with a system (Venkatesh& Davis, usefulness. Venkatesh and Davis (2000) argued that
1996). SE is considered as one of the external when a co-worker thought that the system was useful,
variable in TAM model and it plays a vital role in a person was likely to have the same idea. It is argued
shaping an individual‟s feeling and behaviour that people can choose to perform a specific
(Compeau&Higgings, 1995). Research on self- behaviour even if they are not positive towards the
efficacy has found to be a significant predictor of behaviour or its consequences, depending on how
perceived usefulness and perceived ease of use (e.g., important they think that the important referents
Hsu et al.2009; Macharia and Pelser 2012; Padilla- believe that they should act in a certain way
Melendez et al. 2008). (Fishbein&Ajzen 1975; Venkatesh& Davis 2000).
This was supported by Schepers and Wetzels (2007),
Eastin (2002) revealed that SE has a significant who meta-analysed 88 studies on the relationship
impact on customer attitude and played important between subjective norm and the TAM variables.
role in the e-commerce adoption processes. Also, They found overwhelming evidence that showed a
Hanudin (2007) found that there is a causal link significant relationship between subjective norm and
between SE and perceived ease of use. In fact, SE perceived usefulness, and subjective norm and
would lead to more favourable behavioural intention intention to use.
through its influence on perceived usefulness and
perceived ease of use (Wang et al., 2003 and In their study, Grandon et al. (2005) found subjective
Pikkarainen et al., 2004). Mungania and Reio (2005) norm to be a significant factor in affecting university
found a significant relationship between dispositional students‟ intention to use e-learning. Findings of
barriers and e-learning self-efficacy. The authors many scholars (e.g. Rogers, 1995; Taylor & Todd,
argued that educational practitioners should take into 1995; Lu et al., 2003; Pavlou et al, 2003) suggest that
consideration the learners‟ dispositions and find ways social influence is an important determinant of
to improve students‟ self-efficacy. In their study, behaviour. Hence, this study hypothesizes the
Grandon et al. (2005) found that e-learning self- following:
efficacy have indirect effect on students‟ intentions H5: Subjective norm has a significant
through perceived ease of use. Other TAM effect on perceived ease of use.
researchers have found an influence of SE on H6: Subjective norm has a significant
different TAM variables (Chen et al., 2002; Downey, effect on perceived usefulness.
2006; Strong et al., 2006, Saade and Kira, 2009). As Satisfaction
a result, this study hypothesizes the following: Student satisfaction is an important indicator of the
H3: Self-efficacy has a significant quality of learning experiences students received
effect on perceived ease of use. (Yukselturk&Yildirim, 2008). Hence, it is valuable to
H4: Self-efficacy has a significant investigate students‟ satisfaction with different
effect on perceived usefulness. technology used in the learning and teaching process,
as new technologies have altered the way that
Subjective Norm (SN) students interact with instructors and classmates
Subjective norm, one of the social influence (Kaminski et al., 2009).Satisfaction in a given
variables, refers to the perceived social pressure to situation is a person's feelings or attitudes toward a
perform or not to perform the behavior (Ajzen, 1991). variety of factors affecting that situation (Wixom and
SN is defined as the person‟s perception that most Todd, 2005). As articulated in the theory of reasoned
people who are important to him or her think he or action (TRA), these relationships will be predictive of
she should or should not perform the behaviour in behavior when the attitude and belief factors are
question (Davis, 1989). SN was adopted and included specified in a manner consistent with the behavior to
in the TAM model, in order to overcome the be explained in terms of time, target, and context
limitation of TAM in measuring the influence of (Fazio & Olson, 2003).

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Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

In this paper, we follow the same notation of Wixom Perceived Ease of Use
and Tood (2005, p: 90) in relation to satisfaction, Perceived ease of use is another major determinant of
where satisfaction with the system will influence attitude toward use in the TAM model. Davis (1989,
perceptions of usefulness. That is, the higher the p.320) defined Perceived Ease of Use (PEU) as “the
overall satisfaction with the system, the more likely degree to which a person believes that engaging in
one will find the application of that system useful in online transactions would be free of effort”. PEU is
enhancing his/her work performance. Additionally, the fundamental determinant for the acceptance and
the authors argued that satisfaction represents a use of IT in general (Moon and Kim, 2001). This
degree of favourableness with respect to the system finding was later confirmed by other researchers (e.g.
and the mechanics of interaction. That is, the more Fagan, Wooldridge, & Neill, 2008; Jahangir &
satisfied one is with the system itself, the more likely Begum, 2008; Hsu, Wang, & Chiu, 2009; Ramayah,
one is to find the system to be easy to use. The Chin, Norazah, &Amlus, 2005) who found PEU to
authors argued that influences of object-based have positively influenced the behavioural intention
attitudes on behavioural beliefs are demonstrated by to use different IS applications. More specifically,
the strong significant relationships between perceived ease of use was found to be significant
satisfaction and usefulness, and between satisfaction constructs e-learning literature (e.g. Park, 2009; Liu
and ease of use (p: 100).Hence, this study et al., 2005; Selim, 2003; Lee et al., 2005).
hypothesizes the following: Additionally, Park (2009), in his study of
H7: Students satisfaction has a understanding university students‟ behavioral
significant effect on perceived intention to use e-learning, found that perceived
ease of use. usefulness and perceived ease of use were related to
H8: Students satisfaction has a one another.Other studies have also offered support
significant effect on perceived to the directinfluence of perceived ease of use on
usefulness. perceived usefulness (e.g., Teo et al. 2008;
Teo2011a). These results suggest the following
Perceived Usefulness hypothesis:
Perceived usefulness is defined as the extent to which H10: Perceived ease of use has a
a person believes that using a particular system will significant effect on students’
enhance his or her job performance Davis (1989). attitude towards using Moodle.
Subramanian (1994) found that perceived usefulness
had significant correlation with attitude toward usage Attitude
behavior. This finding was later confirmed by Fu et Karjaluotoet al. (2002) defined attitude as the one‟s
al. (2006) and Norazah, et al. (2008) who found that desirability to use the system. Fishbein and Ajzen
behavioral intention was largely driven by perceived (1975) classified Attitude into two constructs: attitude
usefulness. There has been extensive body of toward the object and attitude toward the behavior.
literature in the IS community that provides evidence The latter refers to a person‟s evaluation of a
of the significant effect of perceived usefulness on specified behavior. In TAM context, attitude is
usage intention (e.g. Taylor & Todd, 1995; defined as the mediating affective response between
Venkatesh & Davis, 2000). Selim (2003) investigated usefulness and ease of use beliefs and intentions to
course website acceptance model (CWAM) and use a target system (Suki&Ramayah, 2010). Davis
tested the relationships among perceived usefulness, (1989) stated that a prospective one‟s overall attitude
perceived ease of use and intention to usewith toward using a given system is an antecedent to
university students. The authors argued that the intentions to use. A student behavioural intension can
model fit the collected data and that the usefulness be caused by his/her feelings about the system. If the
and ease of use turned out to be good determinants of students do not like the system or if they feel
theacceptance and use of a course website. Also, Liu unpleasant when using it, they will probably want to
et al. (2005) concluded that e-learning presentation replace the system with a new one. Many researchers
type and users‟ intention to use e-learningwere (e.g. Liu et al., 2009; Lee et al.,2005) have
related to one another, and concentration and demonstrated that attitude is a direct determinant of
perceived usefulness were considered intermediate behavioural intension. Thus, to investigate the effect
variables. Park (2009) found that perceived of students‟ attitude on their acceptance and usage of
usefulness and perceived ease of use were found e-MyMathLab, this study hypothesizes:
significant in affecting user attitude. Other studies H11: Attitude has a significant effect
have also provided evidence to show that perceived on students’ behavioural
usefulness has influences on attitudes and intention to intention to use Moodle
use technology (Teo 2008, 2011a; Yuen 2002).As a
result, this study hypothesizes the following: METHOD
H9: Perceived usefulness has a Measures
significant effect on attitude Table 1 shows the operationalized definitions of
towards using Moodle. different variables as well as the questionnaire items

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 Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

used in the research model and their sources. A seven strongly agree was used to measure each item.
point Likert scale with anchors of strongly disagree to

Table 1. Definitions and measurement items of the constructs used in this study
Perceived credibility indicates the perception of protection of user‟s transaction
Oni & Ayo
details and personal data against illegal entrance
(2010)
Items
Perceived
PC1 Using Moodle would not divulge my privacy.
Credibility
PC2 Information and News on Moodle are more credible
Yang (2007)
PC3 I would find Moodle reliable in conducting my learning transactions.
PC4 I would find Moodle kept my information confidential.
Individuals' judgment of their capabilities to use computers in diverse situations. Thatcher &Perrewe
Items (2002)
I am confident of using Moodle if I have only the online instructions
CSE1
for reference.
Computer I am confident of using Moodle even if there is no one around to show
CSE2
Self Efficacy me how to do it.
Lee et al. (2003)
I am confident of using Moodle even if I have never used such a
CSE3
system before.
I believe I have the ability to install and configure the software to
CSE4
access Moodle
Individuals' perception that most people who are important to him/her think he/she
should/should not perform the behaviour in question Davis (1989)
Items
Subjective
SN1 What Moodle stands for is important for me as a university student
Norm
I like using Moodle on the similarity of my values and society values
SN2 Park (2009)
underlying its use
SN3 In order to prepare me for future job, it is necessary to use Moodle
A person's feelings or attitudes toward a variety of factors affecting that situation
Items
SAT1 I am very satisfied with the information I receive from Moodle. Wixom &Tood
Satisfaction
SAT2 All things considered, I am very satisfied with Moodle (2005)
SAT3 Overall, the information I get from Moodle is very satisfying
SAT4 Overall, My interaction with Moodle is very satisfying
The degree to which a person believes that using a particular technology will
enhance his performance.
Items
Perceived
PU1 Using Moodle would enable me to accomplish my tasks more quickly Davis (1989)
Usefulness
PU2 Using Moodle would make it easier for me to carry out my tasks
PU3 I would find Moodle useful
PU4 Overall, I would find using Moodle to be advantageous
The degree to which person believes that using a particular system would be free of
effort.
Perceived Items
Davis (1989)
Ease of Use PEU1 Using Moodle is easy for me
PEU2 It is easy for me to become skillful at the use of Moodle
PEU3 Overall, I find the use of Moodle easy
Attitude towards behavior is made up of beliefs about engaging in the behavior and
Fishbein&Ajzen
the associated evaluation of the belief.
(1975)
Items
Attitude ATT1 Using Moodle is a good idea
ATT2 I would feel that using Moodle is pleasant
Lee et al. (2003)
ATT3 In my opinion, it would be desirable to use Moodle
ATT4 In my view, using Moodle is a wise idea
Intention to use refers to the extent to which individuals would like to use Moodle Gupta et al.
Items (2008)
IU1 I would use Moodle for my different learning transactions Cheng et al.
Intention to
Using Moodle for handling my university related transactions is (2006),
Use IU2
something I would do Jahangir &
I would see myself using Moodle for handling my university related Begum
IU3
transactions (2008)
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 Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

Study Sample The Measurement Model

A total of 515 usable survey responses were collected Tests for internal consistency, items‟ loadings,
and examined from students at an American private convergent validity and discriminant validity were
university in the State of Kuwait. 44 percent of conducted. Internal consistency reliability and
respondents are males while 56 percent are females. 9 indicators reliability were also evaluated.
percent of the respondent is aged less than 18 years; Specifically, Cronbach‟s Alpha (Cronbach, 1951),
while the majority 59 percent were aged between 18- Composite Reliability (Werts et al., 1974) and
25 years, 27 percent were age between 26-30 years; examination of item loadings (Carmines & Zeller,
and only 4 percent were above 30 years of age. 1979) cross-loadings (e.g. Yoo & Alavi, 2001) and
Additionally, the majority of the respondents 57 average variances extracted (AVE) (Fornell&Larcker,
percent were in their first year of studies, while only 1981) were used.
7 percent were in their fourth year, and 36 percent
were in their second and third year collectively. Convergent validity measures the positive correlation
between an indicator and the other indicators of a
Table 2. Demographic data of the respondents construct. It can be measured by using the average
Data Frequency Percentage value extracted measure (AVE) that should exceed
0.5.All values in this model varied between 0.829 and
Gender
Male 228 44
0.930.The results are presented in Table 3.
Female 287 56
Total 515 100.0 Table 3. Items loading, Cronbach‟s alpha, Composite
Age reliability and AVE
Less than 18 years 48 9 Cronbach’s Composite
18 – 25 years 306 59 Items Loading AVE
Alpha Reliability
26 – 30 years 138 27 PC1 0.878
More than 30 years 23 4 PC2 0.920
Total 515 100.0 PC3 0.928
Year of Study PC4 0.928
First year 299 57 Perceived 0.934 0.953 0.835
Second year 112 22 Credibility
Third year 71 14 CSE1 0.894
Fourth year 38 7 CSE2 0.940
Total 515 100.0 CSE3 0.914
CSE4 0.893
DATA ANALYSIS Computer 0.931 0.951 0.829
Self
Partial Least Square (PLS) of structure equation
Efficacy
modelling was used to analyze the data of this study. SN1 0.925
The research model presented in Figure 2 was SN2 0.929
analyzed using SmartPLS 3.1 (Ringle, Wende, & SN3 0.909
Will, 2014). PLS is a variance based method used to Subjective 0.910 0.944 0.848
Norm
estimate structural equation models. Other well- SAT1 0.909
known softwares such as LISREL and AMOS are SAT2 0.925
covariance based that use the maximum likelihood SAT3 0.932
approach to estimate structural equation models. The SAT4 0.915
Satisfaction 0.940 0.957 0.847
advantage of using PLS-SEM lies in the fact that no PU1 0.956
assumption on the distribution of data is needed PU2 0.949
(Chin et al., 2003). Moreover, a sample size that is 10 PU3 0.958
times the largest number of indicators is required. PU4 0.950
Perceived 0.966 0.975 0.909
The sample size in this study is 515 which ismore Usefulness
than what is required, as the largest number of PEU1 0.963
indicators for one construct is four. This large sample PEU2 0.959
size will increase the consistency of the model PEU3 0.961
Perceived 0.958 0.973 0.923
estimations. The indicators in the proposed model are Ease of Use
all reflective because they are considered as effects of ATT1 0.938
the latent variables (Bollen and Lennox, 1991). ATT2 0.953
Validation of PLS models involve a two-step process: ATT3 0.927
ATT4 0.938
1) assessing the outer (measurement) model and (2)
Attitude 0.955 0.968 0.882
assessing the inner (path) model. The reliability and IU1 0.959
validity of the outer-model need to be established IU2 0.969
before the inner-model is examined (Henseler et al., IU3 0.965
2009). Intention to 0.962 0.976 0.930
Use

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Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

Discriminant validity measures the extent to which a discriminant validity of the item scales used in this
latent variable is distinct from other variables. One study. The bolded items in the matrix diagonals,
way to assess discriminant validity is by using representing the square roots of the AVEs, are greater
Fornell-Larcker criterion (Fornell, Larcker, 1981). It in all cases than the off-diagonal elements in their
requires that the square root of each construct‟s corresponding row and column, supporting the
(AVE) should be higher than all its correlation with discriminant validity of the item scales.
the other constructs.Table 4 provides evidence of the

Table 4: Discriminant validity (inter-correlations) of the item scales

ATT IU PC PEU PU SAT CSE SN
ATT 0.939
IU 0421 0.964
PC 0.356 0.387 0.914
PEU 0.411 0.432 0.451 0.961
PU 0.368 0.331 0.322 0304 0.953
SAT 0.286 0.260 0.258 0.237 0.200 0.920
CSE 0.467 0.424 0.490 0.409 0.462 0.412 0.910
SN 0.255 0.249 0.261 0.266 0.245 0.298 0.235 0.921

The convergent validity of the item scales were any other construct (the non-bolded factor loadings).
assessed by extracting the factor loadings (and cross A common rule of thumb to indicate convergent
loadings) of all items to their respective construct. validity is that all items should load greater than 0.7
These results, shown in Table 5, indicate that all on their own construct, and should load more highly
items loaded: (1) on their respective construct from a on their respective construct than on the other
lower bound of 0.878 to an upper bound of 0.969 and constructs (e.g. Yoo & Alavi, 2001).
(2) more highly on their respective construct than on

Table 5: Factor loadings (bolded) and cross loadings

Items PC CSE SN SAT PU PEU ATT IU
PC1 0.878 0.550 0.249 0.224 0.384 0.220 0.336 0.296
PC2 0.920 0.524 0.274 0.210 0.340 0.238 0.341 0.281
PC3 0.928 0.501 0.223 0.235 0.330 0.241 0.359 0.286
PC4 0.928 0.539 0.215 0.220 0.361 0.229 0.381 0.277
CSE1 0.548 0.894 0.368 0.220 0.448 0.551 0.322 0.118
CSE2 0.565 0.940 0.335 0.210 0.427 0.501 0.330 0.146
CSE3 0.522 0.914 0.360 0.254 0.443 0.523 0.315 0.125
CSE4 0.547 0.893 0.332 0.248 0.410 0.539 0.348 0.139
SN1 0.419 0.321 0.925 0.333 0.551 0.441 0.422 0.322
SN2 0.428 0.333 0.929 0.310 0.522 0.485 0.409 0.301
SN3 0.411 0.398 0.909 0.344 0.534 0.466 0.451 0.343
SAT1 0.445 0.229 0.551 0.909 0.234 0.314 0.441 0.239
SAT2 0.449 0.228 0.560 0.925 0.222 0.354 0.412 0.247
SAT3 0.438 0.216 0.524 0.932 0.215 0.301 0.442 0.248
SAT4 0.424 0.225 0.534 0.915 0.225 0.332 0.435 0.257
PU1 0.551 0.448 0.409 0.238 0.956 0.132 0.254 0.574
PU2 0.568 0.459 0.411 0.221 0.949 0.122 0.224 0.564
PU3 0.549 0.451 0.429 0.222 0.958 0.105 0.235 0.550
PU4 0.533 0.444 0.442 0.217 0.950 0.111 0.241 0.514
PEU1 0.248 0.354 0.561 0.439 0.367 0.963 0.341 0.441
PEU2 0.233 0.333 0.551 0.412 0.359 0.959 0.330 0.446
PEU3 0.245 0.324 0.540 0.400 0.344 0.961 0.301 0.452
ATT1 0.415 0.387 0.422 0.168 0.254 0.508 0.938 0.441
ATT2 0.442 0.364 0.415 0.145 0.246 0.574 0.953 0.456
ATT3 0.422 0.335 0.403 0.110 0.244 0.548 0.927 0.462
ATT4 0.431 0.321 0.421 0.198 0.230 0.560 0.938 0.439
IU1 0.231 0.224 0.252 0.265 0.241 0.234 0.248 0.959
IU2 0.224 0.218 0.268 0.249 0.261 0.274 0.220 0.969
IU3 0.261 0.248 0.227 0.264 0.233 0.289 0.247 0.965

The results of the hypothesis testing are shown in were tested in this model and it was found that all of
figure 2. (Chin 1998) recommended that them were significant at the 0.05 significance level.
Bootstrapping of 500 subsamples is to be conducted Table 7 shows the path coefficients, t statistics and p-
to test the significant of the t test. Twelve hypotheses values.

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Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

The Structural Model coefficients of ordinary least squares regressions

Based on the suggestions of Chin (1998), the (Henseler, et al., 2009, p: 304). Path coefficients
assessment of the structural model entails: Estimates should exceed .100 to account for a certain impact
for path coefficients (β), Determination of coefficient within the structural model (Nils Urbach &
(R2), and Estimates for total effects.The first step in Ahlemann, 2010). Furthermore, path coefficients
assessing the structural model, using PLS, should be should be significant at least at the .050 level
based on the path coefficient‟s ( ) direction algebraic (Henseler, et al., 2009; Urbach & Ahlemann, 2010).
sign, magnitude and significance (Chin, 1998, 2010; Figure 2 shows the structural model results. All beta
Götz, et al., 2010; Henseler, et al., 2009; Urbach & path coefficients ( ) are positive (i.e. in the expected
Ahlemann, 2010). Coefficients of the structural direction) and statistically significant (at p < 0.05).
model can be interpreted as standardised beta

of use and in intention to

Figure 2.The Structural Model use .
Since the main purpose of the structural model is to
assess the relationships between hypothetical Some researchers (e.g. Albers, 2010; Henseler, et al.,
constructs (Götz, et al., 2010), the most essential 2009) claim that the significance of high direct inner
criterion for the assessment of the structural model is path model relationships (i.e. Estimates for path
the coefficient of determination (R2) of each of the coefficients ( )) is no longer of interest to researchers
constructs in the model. R2 values should be and practitioners. Rather, they suggest, the sum of all
sufficiently high for the model to have a minimum direct and indirect effects of a particular construct on
level of explanatory power (Chin, 1998, 2010; Götz, another construct should be the subject of evaluating
et al., 2010; Henseler, et al., 2009; Urbach & the structural model. Table 6 displays the total
Ahlemann, 2010). In PLS, R2 values represent “the effectson the four predicted constructs.
amount of variance in the construct in question that
is explained by the model”(Chin, 2010, p: 674). Chin Table 6: Total effect of the Structural Model
(1998) considers R2 values of approximately 0.67, PU PEU ATT IU
0.33, and 0.19 as substantial, moderate and weak PC 0.323 0.133 0.257 0.208
respectively. The R2 values of this study are shown in CSE 0.135 0.394 0.189 0.153
SAT 0.400 0.165 0.319 0.258
Figure 2. Figure 2 shows the correlation values for SN 0.117 0.262 0.145 0.117
all constructs in the model. The SEM explained PU 0.698 0.565
substantial variance in attitude , in PEU 0.240 0.194
ATT 0.810
perceived usefulness , in perceived ease

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Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

The results show that students‟ intention to use HYPOTHESIS TESTING AND DISCUSSION
Moodle is mainly prompted by attitude and its The empirical tests of the extended TAM model were
perceived usefulness. This means that students will able to identify factors determining the intention to
use the e-learning system if they have a good attitude use Moodle among university students. All study
towards it and find it useful in their learning process. hypotheses were established and confirmed with the
results. Table 7 shows a summary of the hypotheses
testing results.

Hypotheses Testing Results

Sample Standard
T Statistics P Values
Mean Error
H1: Perceived Credibility -> Perceived Ease of Use 0.133 0.056 2.368 0.018
H2: Perceived Credibility -> Perceived Usefulness 0.319 0.052 6.214 0.000
H3: Self-Efficacy -> Perceived Ease of Use 0.390 0.058 6.783 0.000
H4: Self-Efficacy -> Perceived Usefulness 0.135 0.049 2.744 0.006
H5: Subjective Norm -> Perceived Ease of Use 0.262 0.061 4.276 0.000
H6: Subjective Norm -> Perceived Usefulness 0.119 0.048 2.439 0.015
H7: Satisfaction -> Perceived Ease of Use 0.170 0.052 3.161 0.002
H8: Satisfaction -> Perceived Usefulness 0.403 0.046 8.760 0.000
H9: Perceived Usefulness -> Attitude 0.694 0.046 15.258 0.000
H10: Perceived Ease of Use -> Attitude 0.244 0.043 5.538 0.000
H11: Attitude -> Intention to Use 0.810 0.020 40.347 0.000

H1 is established with the study results, which show a strong association between attitude and
demonstrate that perceived credibilityhas a positive intention to use (Beta = 0.810, T statistics = 40.347,
association with perceived ease of use (Beta = 0.133, p-value = 0.000).
T statistics = 2.368, p-value = 0.018). H2 was
established, which illustrate that perceived credibility CONCLUSION, LIMITATION AND FUTURE
has a positive association with perceived usefulness RESEARCH
(Beta=0.323, T statistics =6.21, p-value = 0.000). In this study, an extended TAM model was
Additionally, H3 is sustained, which indicates that developed to assess technology acceptance and
self-efficacy has a positive influence on perceived adoption of an e-learning system among university
ease of use (Beta = 0.394, T statistics = 6.783, p- students and used Moodle as an exemplar tool for
value = 0.000). H4 is confirmed, which illustrate that assessment. The extended model was tested among
self-efficacy has a positive influence on perceived private American university students in the State of
usefulness (Beta = 0.135, T statistics = 2.744, p-value Kuwait.
= 0.006).
The survey instrument was evaluated partial least
H5 is inveterate; this indicates that Subjective Norm squares of structure equation modelling. Descriptive
has a positive influence on with perceived ease of use statistics of the respondents were reported. The
(Beta = 0.262, T statistics = 4.276, p-value = 0.000). reliability of the scale with Chrombach‟s α and
H6 was also confirmed; this demonstrates that composite reliability were examined. Discriminant
Subjective Norm has a positive association with validity and convergent validity were evaluated. Item
perceived usefulness (Beta = 0.117, T statistics = loading and cross loadings were also tested. These
2.439, p-value = 0.015).Further, the study results also results proved the measurement model validity. The
confirmed H7 and H8, which indicate that structural model validity was assessed using path
satisfaction has a positive association with both coefficients (β) and Determination of coefficient (R2).
perceived ease of use and perceived usefulness (Beta Also, estimates for total effects were presented.
= 0.165, T statistics = 3.161, p-value = 0.002) and
(Beta = 0.400, T statistics = 8.760, p-value = 0.000) The study results showed that the exogenous
respectively. variables perceived credibility, satisfaction,
subjective norm, self-efficacy, perceived ease of use,
H9 is established with the study results, which perceived usefulness and attitude positively affecting
demonstrate that perceived usefulness has a positive the endogenous variable intention to use. The
influence on attitude (Beta = 0.698, T statistics = reported results are in line with what is found in
15.258, p-value = 0.000). The study results also literature and can be explained based on the
established H10 which indicates that perceived ease motivational theory (e.g. Lee et al., 2005; Saadé&
Kira, 2009; Park, 2009) and previous TAM research
of use has a positive association with attitude (Beta = (e.g. Selim, 2003; Ngai et al., 2007;Teo, 2009,
0.240, T statistics = 5.538, p-value = 0.000). Finally, 2011a). Hence, it can be conclude that the aim of the
H11 was confirmed with the study results which paper has been attained. Additionally, according to

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Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS) 7(1):13-30 (ISSN: 2141-7016)

the results, the intension to use Moodle is a result of Albers, S. (2010). PLS and success factor studies in
two factors: perceived usefulness and attitudes marketing. In V. Esposito Vinzi, H. Wang, J.
towards using it, where the latter is the most Henseler & W. Chin (Eds.), Handbook of partial
significant and strongest predictor of intension to use least squares: Concepts, methods and applications in
Moodle. marketing and related fields. Heidelberg: Springer.

This research, like any other, has its own set of Al-hawari, M. A., &Mouakket, S. (2010).The
limitations. First, while the study sample size influence of technology acceptance model (TAM)
provides acceptable statistical power, the sample size factors on students‟ e-satisfaction and e-retention
of this study still considered small. Therefore, future within the context of UAE elearning. Education,
research should investigate cross-validation of the Business and Society: Contemporary Middle Eastern,
current study with larger samples. Second, the sample 3(4), 299–314.
of the current study was draw from a homogenous
group of students from only one university in Kuwait; Al-Qeisi, K., Dennis, C., Hegazy, A. and Abbad, M.
this may limit the generalizability of the study results. (2015) How Viable Is the UTAUT Model in a Non-
Future research may be repeated in other universities Western Context? International Business Research,
in the Middle East region and results could be 8(2), pp. 204-219.
compared with the current study. Third, this study http://dx.doi.org/10.5539/ibr.v8n2p204.
derived the data based on self-reporting measures and
did not include any objective measures such as direct Al-Shafi, S., and Weerakkody, V. (2008) "The Use
observation and non-self-report data; this could be Of Wireless Internet Parks To Facilitate Adoption
investigated in future work. Fourth, this study is only And Diffusion Of E-Government Services: An
limited to a particular e-learning system namely Empirical Study In Qatar,"Proceedings of the 14th
Moodle. Although Moodle is a modern and well Americas Conference on Information Systems
accepted e-learning system, generalization of this (AMCIS 2008), Toronto, Ontario.
study results is limited to the characteristics and
features provided by this particular system. Finally, Agarwal, R., & Prasad, J. (1998).A conceptual and
this study did not examine the influence of gender or operational definition of personal innovativeness in
age differences on intention to use Moodle, an area the domain of information technology. Information
that could be investigated in future work also. Systems Research, 9(2), 204–215.

Despite the abovementioned limitations, it is believed Ajzen, I. (1991), The theory of planned behavior,
that this study makes a valuable addition to the Organizational Behavior and Human Decision
technology acceptance in education body of Processes, 50(2), 179-211.
knowledge, and provides useful implications for both
theory and practice. In fact, the extended TAM model Bandura, A. (1986). Social functions of thought and
proposed in this study is believed to be useful in action: A social cognitive theory. Upper Saddle
analyzing the adoption and continuous utilization of River, NJ: Prentice-Hall.
Moodle among university students in the state of
Kuwait. It is also believed that this research is to be Bollen, K., & Lennox, R. (1991). Conventional
the first to find empirical support for these wisdom on measurement: A structural equation
relationships in the Kuwaiti context. Additionally, perspective. Psychological bulletin, 110(2), 305.
different from most of the studies that consider Carmines, E. G., & Zeller, R. A. (1979). Reliability
western countries, this study supports TAM‟s and validity assessment. Beverly Hills, California:
reliability and validity in an educational context in Sage Publications.
the Middle East region and more specifically in
Kuwait. Chen, N.-S., Huang, H.-Y., & Shih, Y.-C.(2002).
Factors affecting usage of Web-based teachers‟
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