期刊名称：Journal of Theoretical and Applied Information Technology
印刷版ISSN：1992-8645
电子版ISSN：1817-3195
出版年度：2013
卷号：47
期号：3
出版社：Journal of Theoretical and Applied
摘要：E-learning has continued to gain the interest of enterprises and universities. As an organization�s deployed e-learning systems grow, it is important for researchers to evaluate the performance of those systems. With the growing trend toward web-based learning systems, behavioral intention models (such as TAM, TPB, TAM2 and UTAUT) seem particularly helpful to examine whether and why people use e-learning technologies. Prior research has presented various perspectives on individual difference, which mostly focused on demographic variables, such as age, gender, education and individual experience. It is not easy to clarify the cross-effectiveness and redundancy among these demographic variables. In this study, learning and teaching styles are regarded as cognitive individual differences in adopting e-learning systems. Matching teaching and learning styles improves learning, attitudes, behavior and motivation. The proposed model, EduBIM (Education Behavioral Intention Model), focuses on the degree of correspondence between students� perceived learning and teaching styles, which together directly moderate the intention and usage of e-learning systems. This study enriches the UTAUT model by integrating cognitive individual differences to synthesize the effects of demographic moderators. This model will enable researchers to evaluate behavioral intention toward e-learning systems and to propose further studies on system acceptance.
