6th European Conference - Academic Conferences

Table 3: Explanation of variance
Jaflah Al-Ammary
Factor R
BI 0.511
PEOU 0.447
PU 0.485
CA 0.210
As expected by the TAM literature, perceived usefulness, perceived ease of use and subjective norms
have a great impact on the behavioral intention to accept and use educational technology. Three of them
together accounted for a high variance of behavior intention to use educational technology (R=0.511).
Moreover, perceived ease of use affected perceived usefulness. Hence H1, H2, H3, and H4 which are
based on TAM (except hypothesis related to subjective norms) were all supported (0.200 (2.071), 0.455
(2.90), 0.18 (1.47) and 0.246 (2.903), respectively). On the other hand, perceived usefulness was directly
influenced by the computer self efficacy, motivation, and computer anxiety. Thus, H6, H8, and H13 are
supported. However, subjective norms and previous experience has no effect on the perceive usefulness.
Thus H5 and H10 are not supported. Furthermore, the results show that perceived ease of use was
directly influenced by computer self efficacy and previous experience, while motivation has no effect of
this factor. Therefore, H7, H11, and H13 were supported while H9 was rejected. Finally, the results show
that there is a negative impact for previous experience on computer anxiety.
Table 4: Model testing results
Hypothesis Path coefficient T-value
H1 Perceived usefulness - Behavior Intention 0.200 2.071
H2 Perceived ease of use - Perceived usefulness 0.455 5.05
H3 Perceived usefulness - Behavior Intention 0.184 1.472
H4 Subjective Norms - Behavior Intention 0.246 2.903
H5 Subjective Norms - Perceived usefulness 0.064 0.623
H6 Computer self efficacy Perceived usefulness 0.203 1.499
H7 Computer self efficacy Perceived ease of use 0.239 1.570
H8 Motivation Perceived usefulness 0.389 2.95
H9 Motivation Perceived ease of use 0.069 0.525
H10 Previous experience Perceived usefulness 0.091 0.681
H11 Previous experience Perceived ease of use 0.222 1.881
H12 Previous experience Computer anxiety -0.459 5.691
H13 Computer anxiety Perceived usefulness -0.203 1.499
H14 Computer anxiety Perceived ease of use -0.239 1.570
9. Discussion and conclusion
The main conclusion of the current research is that factors which were hypothesized to have an impact
on the acceptance and use of educational technology in schools are fallen within two categories:
behavioral and Information Technology factors. As such behavioral factors include: motivation, subjective
norms and computer anxiety while Information Technology factors include computer self efficacy, and
previous experience. In the first place, the results revealed that teachers and students behavioral
intention to accept and use educational technology is influenced indirectly by the proposed behavioral
and information technology factors via perceived usefulness and perceived ease of use. Moreover, the
results show that perceived usefulness and perceived ease of use have a great positive effect on both
teachers and student’s behavioral intention to accept and use the educational technology. In addition, it
has been revealed by the results that computer self efficacy and computer anxiety are the only factors
that have a positive indirect effect on the behavioral intention to accept educational technology through
15