Information technology (IT) acceptance research has yielded many competing models, each with different sets of acceptance determinants. In this paper, we (1) review user acceptance literature and discuss eight prominent models, (2) empirically compare the eight models and their extensions, (3) formulate a unified model that integrates elements across the eight models, and (4) empirically validate the unified model. The eight models reviewed are the theory of reasoned action, the technology acceptance model, the motivational model, the theory of planned behavior, a model combining the technology acceptance model and the theory of planned behavior, the model of PC utilization, the innovation diffusion theory, and the social cognitive theory. Using data from four organizations over a six-month period with three points of measurement, the eight models explained between 17 percent and 53 percent of the variance in user intentions to use information technology. Next, a unified model, called the Unified Theory of Acceptance and Use of Technology (UTAUT), was formulated, with four core determinants of intention and usage, and up to four moderators of key relationships. UTAUT was then tested using the original data and found to outperform the eight individual models (adjusted R 2 of 69 percent). UTAUT was then confirmed with data from two new organizations with similar

The growing interest in Structured Equation Modeling (SEM) techniques and recognition of their importance in IS research suggests the need to compare and contrast different types of SEM techniques so that research designs can be appropriately selected. After assessing the extent to which these techniques are currently being used in IS research, the article presents a running example which analyzes the same dataset via three very different statistical techniques. It then compares two classes of SEM: covariance-based SEM and partial-least-squares-based SEM. Finally, the article discusses linear regression models and offers guidelines as to when SEM techniques and when regression techniques should be used. The article concludes with heuristics and rule of thumb thresholds to guide practice, and a discussion of the extent to which practice is in accord with these guidelines.

This study applies recent findings in the intrinsic motivation and computer self-efficacy research to Technology Acceptance Model in order to predict the use of web-based information systems. One hundred nine subjects participated in the study, which was conducted in a field setting with Blackboard system, a web-based class management system. A survey was administered at the beginning of the study and the actual use of the system was captured by the Blackboard system over eight weeks. The results largely support the proposed model, highlighting the important roles of perceived enjoyment, learning goal orientation, and self-efficacy in determining the actual use of the system.

This paper presents an extension to the technology acceptance model (TAM) and empirically examines it in an enterprise resource planning (ERP) implementation environment. The study evaluated the impact of one belief construct (shared beliefs in the benefits of a technology) and two widely recognized technology implementation success factors (training and communication) on the perceived usefulness and perceived ease of use during technology implementation. Shared beliefs refer to the beliefs that organizational participants share with their peers and superiors on the benefits of the ERP system. Using data gathered from the implementation of an ERP system, we showed that both training and project communication influence the shared beliefs that users form about the benefits of the technology and that the shared beliefs influence the perceived usefulness and ease of use of the technology. Thus, we provided empirical and theoretical support for the use of managerial interventions, such as training and communication, to influence the acceptance of technology, since perceived usefulness and ease of use contribute to behavioral intention to use the technology. # 2003 Elsevier B.V. All rights reserved.

The Internet has grown at a remarkable pace since the emergence of the World-Wide Web in the early 1990s. While electronic commerce (e-Commerce) has become an important issue with the growth of the Internet, there has been insufficient empirical research concerning its adoption by Internet users. In this paper, we propose the e-Commerce Adoption Model (e-CAM), which attempts to examine important factors that predict a consumer’s online purchasing behavior. e-CAM integrates the technology acceptance model with the theories of perceived risk to explain the adoption of e-Commerce. Specifically, we examine the impact of the following factors on the consumer’s purchasing behavior: perceived ease of use, perceived usefulness, perceived risk with products/services, and perceived risk in the context of online transaction. We test the e-CAM model using the structural equation modeling technique. Most of the causal relationships between the constructs postulated by our model are well supported, accounting for 33.4 percent of the total variance in e-Commerce adoption. In sum, our study finds that all of the antecedent constructs directly and/or indirectly affect the consumer’s adoption of e-Commerce. Therefore, the findings suggest that firms providing products/services through e-Commerce should consider these contextual factors in order to facilitate consumers ’ adoption behavior.

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Computer skills are key to organizational performance, and past research indicates that behavior modeling is a highly effective form of computer skill training.The present research develops and tests a new theoretical model of the underlying observational learning processes by which modeling-based training interventions influence computer task performance.Observational learning processes are represented as a second-order construct with four dimensions (attention, retention, production, and motivation).New measures for these dimensions were developed and shown to have strong psychometric properties.The proposed model controls for two pretraining individual differences (motivation to learn and self-efficacy) and specifies the relationships among three training outcomes (declarative knowledge, post-training self-efficacy, and task performance).The model was tested using PLS on data from an experiment (N = 95) on computer spreadsheet training.As hypothesized, observational learning processes significantly influenced training outcomes. A representative modeling-based training intervention (retention enhancement) significantly improved task performance through its specific effects on the retention processes dimension of observational learning.The new model provides a more complete theoretical account of the mechanisms by which modeling-based interventions affect training outcomes, which should enable future research to systematically evaluate the effectiveness of a wide range of modeling-based training interventions.Further, the new instruments can be used by practitioners to refine ongoing training programs.

During the last decade, Information Technology (IT) has been the primary force driving the transformation of roles in the education industry. More specifically, the World Wide Web (WWW) and associated technologies provided a new playground with new rules and tools to conduct instruction and create novel approaches to learning. We have seen the application of IT in education in the form of CD-ROMs. With the evolution of the WWW we saw education marketed as long distance learning, web based learner centered environments, internet based learning environments, and self instructed learning. With all the different models used on the web, few have studied their acceptance and their effectiveness on learning. Many educational institutions today have embarked in the development of web based courses. However, they face enormous difficulty in achieving successful strategies including the delivery, effectiveness, and acceptance of the courses. This is mainly due to the fact that the problem of developing a successful web based course involves multiple inter-related dimensions ranging from technology related issues to pedagogical considerations. Davis (1989) proposed a Technology Assessment Model (TAM) to explain user acceptance of technology. The TAM identifies ‘perceived usefulness ’ and ‘perceived ease-of-use ’ as the antecedents to ‘behavioral intentions ’ to use a technology. Extensive attention in previous TAM research dealt with business

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date vii AFIT/GIR/ENV/05D-01 Information security is an issue that has increased greatly in importance to both industry executives as well as military leadership over the past decade. In this time both practitioner and academic circles have researched and developed practices and process to more effectively handle information security. Even with growth in these areas there has been almost no research conducted into how decision makers actually behave. This is problematic because information security decision makers in the Department of Defense have been observed exhibiting risk seeking behavior when making information security decisions that seemingly violate accepted norms. There are presently no models in the literature that provide sufficient insight into this phenomenon. This study used Prospect Theory, developed by Kahneman and Tversky, as a