Evaluation of Web-based systems: User engagement design, psychological empowerment, and consequences.

摘要

This research investigates how faculty members are motivated to use Course Management Systems fully and extensively in the distance learning environment. It presents a Web-based system evaluation model based on the literature of Information System Success (DeLone & McLean, 1992, 2003), Structuration Theory of Technology (Orlikowski, 1992, 2000), Psychological Empowerment (Thomas & Velhouse, 1990), and Emergent Knowledge Processes (Markus et al., 2002). The model hypothesizes that the system reconfigurability lets users feel empowered to use the system more actively. The motivated users will enhance the course design objectives, and reconfigure the system to achieve these goals. We also explore the role of the user's prior experience, and support in evaluating Web-based system success.;The measurement instruments for prior experience, course design, system reconfigurability, support, usage patterns, and perceived benefits are developed based on an extensive literature review. After a pilot study, a large scale study, with 348 responses across system applications, examines the relationships between and among user's prior experience, course design, system reconfigurability, support, psychological empowerment, usage patterns, and perceived benefits. The statistical methods employed include exploratory factor analysis (i.e., SPSS) and structural equation modeling (i.e., LISREL).;The data analysis shows that (1) richer user experiences lead to higher levels of course design and system reconfigurability; (2) higher levels of course design objectives lead to higher levels of system reconfigurability and psychological empowerment; (3) higher levels of system reconfigurability lead to higher course design objectives and let users feel more empowered; (4) higher levels of support make users feel more empowered; (5) psychologically empowered users will be more likely to reconfigure the system and use the system more extensively; (6) full system usage leads to a higher level of perceived benefits. However, results suggest that the path from psychological empowerment to course design is not significant.;The results indicate that psychological empowerment is an important factor which determines the system success. It provides a critical link between system design characteristics and function usages, which lead to system benefits at last. The results suggest that institution distance learning divisions should focus on creating a conducive environment to motivate the faculty to reconfigure the system if they want to make full utilization of the technology.