MOTIVATIONAL FACTORS THAT INFLUENCE THE ACCEPTANCE OF

MICROBLOGGING SOCIAL NETWORKS:

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THE µBTAM MODEL

FRANCISCO REJÓN-GUARDIAFRANCISCO J. LIÉBANA-CABANILLASMYRIAM MARTÍNEZ-FIESTAS

UNIVERSITY OF GRANADA (SPAIN)DEP. MARKETING AND MARKET RESEARCH

Keywords Keywords

e-learning

TAM

µBTAM

micro(nano)

blogging

Social networks

THE µBTAM MODEL

Abstract

Microblogging social networking Microblogging social networking opens a window on informal knowledge, self-directed learning and the creation of knowledge-based networks for use in the classroom setting

This study we used the Technology Acceptance Model Technology Acceptance Model (TAM) of Davis et al. (1989), incorporating some of the constructs commonly found in the scientific literature

Students are motivated by narrowing the physical and psychological distances separating teachers and students, thus increasing their confidence and engagement in the learning process

The acceptance of microblogging networks for teaching purposes was evaluated

Students are motivated by narrowing the physical and psychological distances separating teachers and students, thus increasing their confidence and engagement in the learning process

The acceptance of microblogging networks for teaching purposes was evaluated

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Microblogging (nanoblogging) social networks

THE µBTAM MODEL

Microblogging social networks, also known as nanoblogging networks, are a tool that allows users to send and post brief messages

Microblogging social networks, also known as nanoblogging networks, are a tool that allows users to send and post brief messages

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THE µBTAM MODEL

EXPERIENCE

USEDUSED

BEFORE+IN CLASS

+AFTER+INVOLVEMENT

INFORMAL KNOWLEDGE

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The role of ICTs in the learning process

THE µBTAM MODEL

Constructivist Learning Theory (1955)Constructivist Learning Theory (1955)

Original and innovative activities that are interesting and meaningful to them and useful in the real world in order to obtain added benefits to a simple final mark

•Students must perceive that distance education is a useful and flexible way of learning

• It provides a context for innovative, student-centred instruction 5

OUR ACTIVITY

THE µBTAM MODEL

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OUR ACTIVITY

Real time: using Autotweet Real time: using Autotweet

•Creating a class diary in which students and/or the teacher post class-related experiences and topics

•Proposing questions in real time during the class

•Indexing video, photo and audio content from other platforms.•Providing students class-related information

•Permitting students to share their opinions about the topics seen in class

•Creating categories or hashtags to identify messages about specific topics or ideas or from specific groups of people

•Posting public notebooks

THE µBTAM MODEL

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Technology Acceptance Models (TAM)

THE µBTAM MODEL

TAMTAMelectronic mail

search engines

websites

on-line sales

the Web

online purchase intentions

e-learning e-learning environmentenvironmentss

thethe acceptanceacceptance of Moodle platforms of Moodle platforms

WHY TAM?WHY TAM?

USED IN A LOT OF TOPICS

USED IN A LOT OF TOPICS

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STUDY METHOD

THE µBTAM MODEL

The data obtained from the survey allowed us to develop a structural equation model with the constructs:

1.- The effect of subjective norms 2.- Social images on the use of web-based social networks

Study results were obtained by means of the following types of analysis:1.- Exploratory analysis Exploratory analysis to examine the validity of the variables and test the initial reliability of the scales.2.- Confirmatory factor analysis Confirmatory factor analysis to test the dimensionality obtained in the exploratory analysis and refine the established scales.3.- Causal analysis Causal analysis to test the proposed structural relationships.Sample population

Students at the School of Economics and Business of the University of Granada

Sample size 135 surveysConfidence level 95%Maximum allowed error of estimate

±8.4%

Fieldwork 15 al 30 de Enero 2011Type of interview Personal by means of questionnaire

Sampling typeConvenience sampling (students registered in the course)

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PROPOURSE MODEL

THE µBTAM MODEL

H1: Perceived ease of use (PEOU) has a direct and positive influence on perceived usefulness (PU)

H2: Perceived ease of use (PEOU) has a direct and positive influence on behavioural intention (BI)

H3: Perceived usefulness (PU) has a direct and positive influence on behavioural intention (BI)

H4: Subjective norms (SN) have a direct and positive influence on perceived usefulness (PU)

H5: Social image (IMAGE) has a direct and positive influence on perceived usefulness (PU)

H6: Social image (IMAGE) has a direct and positive influence on subjective norms (SN) 10

FINAL MODEL

THE µBTAM MODEL

Variablesα Cronbach

BI (behavioural intention) 0.838PU (perceived usefulness) 0.897PEOU (perceived ease of use)

0.853

IMAGE (image) 0.823SN (subjective norms) 0.949

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FINAL MODEL

THE µBTAM MODEL

ConstructsNo.

original items

Standard

weights

Composite

Reliability

Extracted

Variance

PU (perceived usefulness)

3UTI1(0.85)

0.9 0.76UTI2 (0.89)UTI3 (0.87)

PEOU (perceived

ease of use)5

FAC2 (0.78)

0.86 0.61FAC3 (0.71)FAC4 (0.79)FAC5 (0.84)

BI (behavioural

intention)3

INT1 (0.81)0.82 0.71INT2 (0.86)

IMAGE (image)

3IMA1 (0.77) 0.83 0.71IMA2 (0.91)

NS (subjective norms)

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NORMA 1 (0.86) 0.95 0.91NORMA 2 (0.88)

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FINAL MODEL

THE µBTAM MODEL

Goodness-of-fit indices for the structural model

X2 61.59 Df = 58 p = 0.348

RMSEA 0.021 (0.00;0.059) p =0.880*

GFI 0.89

AGFI 0.81

CFI 0.99

NFI 0.97

*Not significant0.05 

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CONCLUSIONS

THE µBTAM MODEL

The analysis gave rise to a robust and parsimonious model robust and parsimonious model of social network usage behaviour of social network usage behaviour that confirmed the proposed research hypotheses

The use of new technologies in e-learning or b-learning environments is a growing trend that has given rise to highly highly successful teaching methodssuccessful teaching methods

The model demonstrated that the extended TAM model TAM model is suitable for explaining the acceptance of web-based teaching tools as well as the validity of microblogging networks in combination with face-to-face classes.

These networks were found to foster informal learning informal learning among students by encouraging interaction with the network content and other members of the class.

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