| Abstract: | Facing the advent of the new era of digital learning in the 21stcentury, it is inevitable for teachers and learners to apply multimedia materials to teaching and learning. Based on the study of rational behavior theory, planned behavior and technology acceptance model, the study adds the perceived self-efficacy, perceived financial cost, long-term results as well as the perceived credibility as four constructs to set up an extension of technology acceptance model, exploring the impact of college teachers’ behavioral intentions to use of multimedia teaching materials.
This study using structural equation model (SEM) collected valid samples from 16 colleges and universities in central Taiwan. The results indicate that not only perceived financial costs have the significantly positive effects on behavioral intention, but also both perceived credibility and long-term consequence have the significantly positive effects on behavioral intention. Meanwhile, perceived usefulness does not have the significantly positive effects on attitude toward using multimedia teaching materials. On the other hands, perceived self-efficacy has the significantly positive effects on both behavioral intention and perceived ease of use. Long-term consequence has the significantly positive effects on attitude toward using multimedia teaching materials. Furthermore, perceived ease of use has the significantly positive effects on perceived credibility, perceived usefulness, and attitude toward using multimedia teaching materials. Also, attitude toward using multimedia teaching materials has the significantly positive effects on behavioral intention.
The study also shows that the deleterious influence of behavioral intention on instructor-related outcomes, such as perceived self-efficacy, perceived financial cost, perceived credibility, long-term consequence, perceived ease of use, and perceived usefulness is conditional and depends on the combination of antecedent conditions that occur in the causal statements. For this study, the major contribution is using fsQCA to explore the instructors’ behavioral intention on multimedia teaching materials lead to high membership in the three outcome conditions: (1) PEU (Perceived Ease of Use), (2) ATT (Attitude) and (3) BI (Behavioral Intention) and the secondary contribution is to make a comparison with the results of both methods between SEM and fsQCA. In this study, the empirical analysis results are presented with detailed explanation and recommendations on the management implications and practices are stated for reference in the further study. |
