ICT for Self-paced Learning: Mediating Role of Perceived Ease of Use and Perceived Usefulness

Abstract

By utilizing the Technology Acceptance Model, this investigation was carried out to find and establish the mediator role that influences students’ attitude towards using ICT for self-paced learning. The mediators studied in this study were perceived ease of use and perceived usefulness. This study adopted the Structural Equation Modelling approach to analyse the data gathered. Based on the responses from 366 Malaysian Arts stream undergraduates, the empirical examination of the research hypotheses indicated that there is statistical evidence that perceived usefulness and perceived ease of use impose a statistically significant mediation role. Both mediators are in association with exogenous factors namely; mastery and motivation and the endogenous factor; attitude towards using ICT for self-paced learning among the undergraduates.