تعامل شناختی با یک ابزار آموزشی برنامه ریزی منابع سازمانی (ERP) چند رسانه ای : بررسی کامپیوتر خودکارآمد و پذیرش فن آوری
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|1171||2009||12 صفحه PDF||سفارش دهید||9090 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Information & Management, Volume 46, Issue 4, May 2009, Pages 221–232
Computer self-efficacy (CSE) is a person's judgment of his or her ability to use a computer system. We investigated cognitive engagement, prior experience, computer anxiety, and organizational support as determinants of CSE in the use of a multimedia ERP system's training tool. We also examined the impact of CSE on its acceptance. We determined the benefits of a sequential multi-method approach using structural equation modeling and neural network analysis. High reliability predictions of individual CSE were achieved with a sequential multi-method approach. Specifically, we obtained almost 68% perfect CSE group prediction overall, with almost 85% perfect CSE group prediction using fuzzy sets and over 94% accuracy within one group classification. The resulting CSE assessment and classification enables management interventions, such as allocating users to appropriate instruction for more effective training.
ERP systems are deployed in over 70% of all U.S. medium to large corporations; they spent about $51 billion on formal training in 2004 and 38.4% of that was for end-users. End-user training normally accounts for 30% of ERP project costs, but organizations that spend less than 15% are likely to have inadequately trained users resulting in implementation delays and escalating costs. However, very little research has focused on the use of multimedia technology for training. Given this gap, we decided to investigate user engagement and acceptance of a multimedia ERP training tool. We built on past research by incorporating user engagement in TAM. In fact, perceived ease of use (PEOU) is strongly anchored to general beliefs about computers, such as CSE, an individual self-assessment of ability to use a computer. Low CSE may hinder computer learning. Consequently, assessing CSE and its determinants could help an organization understand the role of PEOU on acceptance of a multimedia ERP training tool. The training tool we tested was professionally produced for an ERP vendor; it included movie clips, audio enhanced presentations and screen cams. Prior research had suggested that experience, computer anxiety (CA), and organizational support were important antecedents to CSE, though empirical results had shown inconsistency. We analyzed this and proposed cognitive engagement as a critical determinant of CSE in the use of a multimedia-training tool. Therefore, our goal was to improve understanding of the role of multimedia technology in user engagement during ERP training and to assess CSE as potential inhibitors or enablers of the use and acceptance of a training tool. Our research questions were: (1) “Does engagement influence CSE?,” (2) “What other factors affect CSE?,” (3) “Does CSE in a multimedia ERP training context affect system acceptance?” and (4) “How can CSE classification be derived from engagement and support measures?”.
نتیجه گیری انگلیسی
Our results show the importance of intrinsic and extrinsic motivation to ERP training. Using SEM, we found that cognitive engagement, a form of intrinsic motivation, and organizational support, a form of extrinsic motivation, were statistically significant computer self-efficacy determinants. Using these results as inputs to a NN analysis, we classified CSE scores into five groups. This type of classification could help management to improve the effectiveness of ERP training. Further, we found that statistically insignificant CSE determinants from SEM were less effective as inputs to the NN. Statistical significance was found for organizational support and engagement as antecedents of CSE, but not for prior experience and CA. Table 6 shows that the mean prior experience of the sample is 3.36 with a standard deviation of 0.86. In general, the individuals had little relevant experience. This is not surprising given that ERP and associated training tools are not widely available to the public compared to spreadsheets for example. The explanation for the lack of support for CA as an antecedent of CSE is likely to be the ubiquity of computers. As shown in the results in Table 6, CA has a mean of 3.66 and standard deviation of 1.58. On the 7-point scale used CA is approximately neutral. Since the students in the sample grew up with computers in both their home and school, and 99% had more than 1 year of PC experience, CA was not likely to be an issue. CA is becoming less common since technology has become pervasive in businesses, schools and homes. The lack of effects from age and gender on CSE in the sample is also not surprising given increasing ubiquity of computers.