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Utilitarian and Hedonic Motivations in the Acceptance of Web Casts in Higher Education
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Author(s): Peter van Baalen (Rotterdam School of Management/Erasmus University Rotterdam, The Netherlands), Jan van Dalen (RSM/Erasmus University Rotterdam, The Netherlands), Ruud Smit (RSM/Erasmus University Rotterdam, The Netherlands)and Wouter Veenhof (Capgemini, The Netherlands)
Copyright: 2011
Pages: 22
Source title:
Streaming Media Delivery in Higher Education: Methods and Outcomes
Source Author(s)/Editor(s): Charles Wankel (St. John's University, USA)and J. Sibley Law (Saxon Mills, USA)
DOI: 10.4018/978-1-60960-800-2.ch014
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Abstract
Today, many universities offer e-learning programs to reach new student markets and improve the efficiency and effectiveness of learning. A key component in e-learning programs are webcasts: condensed, live- and studio-recorded lectures made available, by streaming video technology, via the Web as multimedia presentations that combine videos, audio, lecture slides, and a table of contents (Day, 2008). Web lectures have the potential to become a vital technology in higher education as they enable students to take courses in a convenient and flexible way, at a time and place they prefer. The success of Web lectures in higher education depends to a large extent on the acceptance of the technology by students. To investigate these influencing factors we use the technology acceptance model (TAM), which has originally been developed by Davis, Bagozzi, and Warshaw (1992) and Davis and Venkatesh (1996) to explain the intention to make use of Information Technology. In this study, we are interested in the question what motivates students to use webcast? Most technology acceptance studies have focused on extrinsic (utilitarian) motives (increase in efficiency, ease of use and effectiveness, etc.) to explain the use of e-learning systems. However, recent research suggests that intrinsic (hedonic) motivations, like attractiveness and enjoyment play an important role as well.
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