Using the technology acceptance model to explain World Wide Web site use by health educators.

摘要

The purpose of this study was to examine selected aspects of the technology acceptance model (TAM) (Davis, 1986, 1989) to explain Health Education Professional Resources (HEPR) use by registered users of HEPR. According to the TAM, positive perceptions of and attitudes toward a technology (perceived ease of use, perceived usefulness, and attitude toward using the technology) promote use of the technology. Registered users of HEPR were asked to complete a WWW-based questionnaire measuring perceived ease of use, perceived usefulness, attitude toward using HEPR, and HEPR use. Multiple regression analyses revealed the TAM model explained 25% of the variance in HEPR use (F = 13.28, p .001). Attitude explained only 8% of the variance and did not contribute significantly to the regression equation, whereas both usefulness (beta = .25, p = .026) and ease of use (beta = .33, p .001) contributed significantly to the regression equation. This finding is contrary to that postulated by the TAM. Attitude was then forced into the equation first, and ease of use and usefulness were entered stepwise. Although attitude in the regression equation alone significantly contributed to the regression equation (beta = .33, p .001), attitude again made no significant contribution to the regression equation when usefulness was added. Attitude and usefulness (r = .70, p .001) are highly correlated with one another and thus overlap substantially in variance, thus attitude does not contribute significantly to the regression equation when it is added. Partial correlation analyses revealed attitude did not meditate the relationships entirely between HEPR use and ease of use and usefulness. Path analyses suggests that there are direct and indirect relationships between HEPR use and ease of use and usefulness.