Service-oriented e-learning platforms can be considered as a third generation of learning management systems (LMSs). As opposed to the previous generations, consisting of ad hoc solutions and traditional LMS, this new technology contemplates e-learning systems as services that can be integrated into different learning scenarios. This paper shows that the flexibility of these systems allows building personal learning environments and proposes the use of an extended technology acceptance model (TAM) to assess the acceptance and intention to use a third generation of LMS. To fit and validate the service-oriented e-learning platforms acceptance model, structural equation modeling and path analysis have been implemented. The results point out that the intention to use this third-generation LMS is determined by the gadgets and container design, both of which are structural elements of this technology. Finally, it is also shown that previous experience does not determine the use intention of this technology. IntroductionIn the past two decades, learning management systems (LMSs) have been major paradigms in the field of Internet-based education. Due to the technological evolution of these last years, three different generations of LMS platforms can be found, which can be characterized using several properties, among them were communication, interoperability and learning context, as shown in

Group identification not only did not protect people with HIV from the negative effects of stigmatization, but it may even be detrimental in the case of internalized stigma. This suggests that in highly stigmatized groups, the salience of identity is negative and worsens the members' opinion of their own group. This argues for different kinds of intervention to improve the quality of life of people with HIV.

The factor structure invariance in the Big Five personality questionnaire was studied based on the self-reports of 852 Spanish children. Different degrees of invariance across age groups from 8 to 15 years old, and also according to gender, were investigated by means of confirmatory factor analysis with a matrix of polychoric correlations. The results provide empirical evidence for the invariant factor structure of the Big Five Questionnaire for Children (BFQ-C) measurement across age and gender in children. The five-factor structure, the factor pattern coefficients, the factor variances/co-variances and, finally, the theoretical constructs were all found to be reasonably invariant across these groups, and especially across gender. The five-factor model adequately represented the data for each of these groups. The implications of these findings are discussed.

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The primary goal of this study was to adapt Berger, Ferrans, & Lahley (2001) HIV Stigma Scale in Spain, using Bunn, Solomon, Miller, & Forehand (2007) version. A second goal assessed whether the four-factor structure of the adapted scale could be explained by two higher-order dimensions, perceived external stigma and internalized stigma. A first qualitative study (N = 40 people with HIV, aged 28-59) was used to adapt the items and test content validity. A second quantitative study analyzed construct and criterion validity. In this study participants were 557 people with HIV, aged 18-76. The adapted HIV Stigma Scale for use in Spain (HSSS) showed a good internal consistency (α = .88) and good construct validity. Confirmatory Factor Analyses yielded a first-order, four-factor structure and a higher-order, bidimensional structure with the two expected factors (RMSEA = .051, 90% CI [.046, .056]; RMR = .073; GFI = .96; AGFI = .96; CFI = .98). Negative relations were found between stigma and quality of life (r = -.39; p < .01), self-efficacy to cope with stigma (r = -.50; p < .01) and the degree of HIV status disclosure (r = -.35; p < .01). Moreover, the people who had suffered AIDS-related opportunistic infections had a higher score in the Perceived External Stigma dimension than those who had not suffered them, t (493) = 3.02, p = .003, d = 0.26.