DOI: 10.5176/2251-2195_CSEIT19.149
Authors: Dr. Trudie Benadé
Abstract: Universities increasingly make use of innovative technologies for teaching and learning purposes. Students entering universities have different responses to classroom environments and instructional practices. Therefore, their learning styles may differ. Researchers have proposed that learning style would have an effect on the relationship between determinants of technology acceptance and behavioral intention. However, it seems that the effect of learning styles on computing students’ technology acceptance has not been tested. In this study the aim was to propose and test a model for technology acceptance where learning style as moderator is considered. A cross-sectional survey design was used and 257 usable responses were received. The model was tested by using the entire data set and structured equation modelling (SEM) was applied. It was found that some of the learning style dimensions show a moderating effect on technology acceptance. It was further found that the proposed model did not display a good structural model fit to the data in this study.
Keywords: Learning styles, Technology acceptance, Elearning tool
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