Presenter: Asta Y.Z. Lord Advisor: Ming-Puu Chen Date: March 21, 2009

1. UNDERSTANDING THE BEHAVIOR CHANGES IN BELIEF AND ATTITUDE AMONG EXPERIENCED AND INEXPERIENCED LEARNING OBJECT USERS 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. Presenter: Asta Y.Z. Lord Advisor: Ming-Puu Chen Date: March 21, 2009

2. 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

3. 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.

4. 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 rejectthe 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).

5. Literature Review • Preliminary evidence regarding the temporal changes in IT innovationadoption • Szajna (1996) revealed that perceived usefulness to be a strong and consistent predictor of usage intentions across time, butfound 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 exposuremay change significantly over time as his/her use experience increases (Venkatesh & Davis, 2000).

6. Literature Review • Igbaria et al. (1995) indicated that computerexperience 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, significantlydifferent from measures taken before hands-on experience.

7. Methods • Longitudinal study(?)： 3time-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.

8. 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

9. Results • For perceived ease of use (PEU)

10. Results • For perceived usefulness (PU)

11. Results • For behavioral intention (BI)

12. Results a statistical significant difference between experienced and inexperienced users for perceived ease of use over time

13. Results a statistical significant difference between experienced and inexperienced users for perceived usefulness over time.

14. Results a statistical significant difference between experienced and inexperienced users for behavioral intention over time.

15. 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.

16. 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.