Motivational factors that influence the acceptance of Moodle using TAM

0747-5632/$ see front matter 2010 Elsevier Ltd. A doi:10.1016/j.chb.2010.06.011 * Corresponding author. Tel.: +34 959 21 78 93; fax E-mail addresses: [email protected], r Sánchez), [email protected] (A.D. Hueros). Moodle and other virtual teaching platforms have bolstered the ability and motivation of universities to support distance learning. The aim of our study is to improve understanding of the motivational factors behind student satisfaction, or dissatisfaction, with the Web-based learning platform, Moodle. Our study extends the Technology Acceptance Model (TAM) to include technical support and perceived self-efficacy, with the expectation that they influence usage of Moodle. We surveyed 226 students of the Business Administration and Management (LADE) and Infant and Primary School Teaching degree courses of the University of Huelva. The data showed that technical support has a direct effect on perceived ease of use and perceived usefulness. Moodle usage was also directly influenced by perceived ease of use and attitude. The results reveal the importance of perceived ease of use and perceived usefulness on attitude. 2010 Elsevier Ltd. All rights reserved.