The Interaction Effect of Perceived Competence and Goal Harmony on Perceived Usefulness

The aim of this study is to examine the factors that influence teachers’ perceived usefulness of e-learning technology in a university context. We argue that perceived competence and goal harmony will have an interaction effect on perceived usefulness as well as being predictor variables themselves. Additionally, we include and test the established constructs of confirmation of preadoption expectations, and perceived ease of use as independent variables and controls in the study. The model is tested in a university setting, and the results show that perceived competence and goal harmony are positively related to perceived usefulness. The negative interaction effect between goal harmony and perceived competence on perceived usefulness is also supported, indicating the synergic effect of these two constructs on the dependent variable.