Tool Use in Computer-Based Learning Environments: Adopting and Extending the Technology Acceptance Model

This study adopts the Technology Acceptance Model (TAM) and extends it to study the effects of different variables on tool use. The influence of perceptions on tool use was studied in two different conditions: with and without explanation of the tool functionality. As an external variable, self-efficacy was entered in the TAM and the main research question thus focused on the mediating effects of perceptions (perceived tool functionality and perceived tool usability) between self-efficacy on the one hand and quantity and quality of tool use on the other. Positive effects of perceived usability on perceived functionality were hypothesized as well as positive effects of quantity and quality of tool use on performance. Positive effects were expected in the condition with explanation of the tool functionality. Ninety-three university students were provided with concept maps as the learning tools within a hypertext. Using path analysis, we found—similar to the TAM—a significant positive relationship between perceived usability and perceived functionality. Whereas perceived usability had a positive influence on the quantity of tool use, which positively influenced performance, perceived functionality had a negative influence on quantity of tool use. Self-efficacy showed a relationship with perceived usability only with the explained functionality condition. 1. Introduction In the 1960s, the introduction of computers in education led to future expectations that they would solve learning issues [1] by possibly enabling personalized computer-based instruction, encouraging learners to take a more active role in their education, or simply employing online learning at all times. However, few of those predictions have been realized and a number of issues have emerged. One issue is related to the acceptance of new computer systems, such as text editors, e-mail, spreadsheets, and software in general [2–5]. Another issue is whether the tools within the system are used [2, 3, 6] and what variables influence their use [6]. Finally, there is an issue related to how learning outcomes/performance are affected by the way tools are used [7, 8]. What factors affect the acceptance of new computer systems has been successfully addressed by the Technology Acceptance Model (TAM) [3]. The TAM has been widely used and empirically validated over the last 20 years [4, 5]. Moreover, it is a predecessor and basis for newer models such as the TAM 2 [9], the unified theory of acceptance and use of technology (UTAUT) [10], and the TAM 3 [11]. In summary, when it comes to computer systems