Customer’s Intention to Adopt Mobile Banking Services: The Moderating Influence of Demographic Factors

Alkhaldi, Ayman N.; Kharma, Qasem

doi:10.1142/s0219877019500378

Cited by 14 publications

(16 citation statements)

References 56 publications

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“…The final determinant in the research model is awareness. Although awareness was considered in the acceptance of m-banking [22], we believe it would be significant in enrolling in online courses. The proposed model considers five moderators: college, college level, an internet connection, a personal computer ownership, and involvement in online courses.…”

Section: The Research Modelmentioning

confidence: 99%

“…Experience with using information technology is how much time the user spends using the technology [12,20,22]. In this study, experience is divided into two sets: computer literacy (EXP CL) and Technical Knowledge (EXP2).…”

Section: The Research Modelmentioning

confidence: 99%

“…Effort Expectancy (EE) means that learning based on using online courses are free of effort [11,20]. Perceive Cost of Use means the direct and indirect cost of using the technology [22] such as fees, hardware costs, software costs and operation costs. Subjective Norm (SN) means the influence of people on students to use the online courses [20].…”

Section: The Research Modelmentioning

confidence: 99%

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Investigating Students’ Acceptance of Online Courses at Al-Ahliyya Amman University

Kharma¹

2019

IJACSA

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Online courses allow students to access the course materials anytime and anywhere. Those courses are meant to enhance and improve the learning processes. Unfortunately, by analyzing data of an online course in Al-Ahliyya Amman University, it was found that only 51% of enrolled students accessed the animated course material. This study proposed a model to understand the factors which affect students' intention to use an online course by extending the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technology Acceptance Model (TAM). The proposed research model investigated the effects of experience, perceive usefulness, awareness, effort expectancy, cost, subjective (social) norms, and behavioral intentions to use online courses on students' adoption of online courses. Besides, the model investigated the effects of moderators, such as: college, college level, personal computer ownership, an internet access, and an online course enrollment on the relations. A questionnaire was distributed and then a structural equation modeling (SEM) approach was used to analyze the responses using SmartPLS.

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Section: The Research Modelmentioning

confidence: 99%

Section: The Research Modelmentioning

confidence: 99%

Section: The Research Modelmentioning

confidence: 99%

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Investigating Students’ Acceptance of Online Courses at Al-Ahliyya Amman University

Kharma¹

2019

IJACSA

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“…Further, we argue that if students perceived the use of Moodle needs less effort and is not difficult, they will form a positive attitude towards the systems and they perceive the use of this LMS as useful for their academic performance (Davis, 1989). Many studies have found significant positive effect of effort expectancy on performance expectancy (e.g., Alalwan et al, 2016Alalwan et al, , 2017Alalwan et al, , 2018Alkhaldi & Kharma, 2019;Alshurideh et al, 2020;Jaradat & Al Rababaa, 2013;Joo et al, 2016;Rabaai et al, 2015), and on attitude (e.g., Abdullah & Ward, 2016;Davis, 1989;Sabah, 2019;Wu & Chen, 2017). Consequently, this study posited the following hypotheses: H9: Effort expectancy significantly influences performance expectancy.…”

Section: Effort Expectancy (Ee)mentioning

confidence: 94%

Students’ Continuance Intention to Use Moodle: An Expectation-Confirmation Model Approach

Rabaa'i

ALmaati

Zhu

2021

IJIKM

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Aim/Purpose: This study aims at investigating the factors that influence students’ continuous intention to use Moodle, as an exemplar of learning management systems (LMSs), in the post-adoption phase. Background: Higher education institutions (HEIs) have invested heavily in learning management systems (LMSs), such as Moodle and BlackBoard, as these systems enhance students’ learning and improve their interactions with the educational systems. While most studies on LMSs have focused on the pre-adoption or acceptance phases of this technology, the determinant factors that influence students’ continuance intention to use LMSs have received less attention in the information systems (IS) literature. Methodology: The theoretical model for this study was primarily drawn from the expectation-confirmation model (ECM). A total of 387 Kuwaiti students, from a private American University in the State of Kuwait, participated in this study. Partial least squares (PLS) was employed to analyze the data. Contribution: This study contributes to the existing scientific knowledge in different ways. First, this study extends the expectation confirmation model (ECM) by integrating factors that are important to students’ continuous intention to use LMSs, including system interactivity, effort expectancy, attitude, computer anxiety, self-efficacy, subjective norms, and facilitating conditions. Second, this study adds on a Kuwaiti literature context by focusing on the continuous intention to use LMSs, which is, to the best of our knowledge, the first study that extends and empirically assesses the applicability of the ECM in the LMSs context in a developing country – Kuwait. Third, this study conceptually and empirically differentiates between satisfaction and attitude, as two separate affect constructs, which were taken as interchangeable factors in ECM, and were disregarded by a large number of prior ECM studies concerned with continuous use intention. Finally, this study aims to assist HEIs, faculty members, and systems’ developers in understanding the main factors that influence students’ continuance use intention of LMSs. Findings: While subjective norms were not significant, the results mainly showed that students’ continuous intention to use Moodle is significantly influenced by performance expectancy, effort expectancy, attitude, satisfaction, self-efficacy and facilitating conditions. The study’s results also confirmed that satisfaction and attitude are two conceptually and empirically different constructs, conflicting with the views that these constructs can be taken as interchangeable factors in the ECM. Recommendations for Practitioners: This study offers several useful practical implications. First, given the significant influence of system interactivity on performance expectancy and satisfaction, faculty members should modify their teaching approach by enabling communication and interaction among instructors, students, and peers using the LMS. Second, given the significant influence of performance expectancy, satisfaction, and attitude on continuous intention to use the LMS, HEIs should conduct training programs for students on the effective use of the LMS. This would increase students’ awareness regarding the usefulness of the LMS, enhance their attitude towards the LMS, and improve their satisfaction with the system. Third, given the significant role of effort expectancy in influencing performance expectancy, attitude, and students’ continuous intention to use Moodle, developers and system programmers should design the LMS with easy to use, high quality, and customizable user interface. This, in turn, will not only motivate students’ performance expectancy, but will also influence their attitude and continuous intention to use the system. Recommendation for Researchers: This study conceptually and empirically differentiates between satisfaction and attitude, as two separate affect constructs, which were taken as interchangeable factors in ECM and were disregarded by a large number of prior ECM studies concerned with continuous use intention. Hence, it is recommended that researchers include these two constructs in their research models when investigating continuous intention to use a technology. Impact on Society: This study could be used in other countries to compare and verify the results. Additionally, the research model of this study could also be used to investigate other LMSs, such as Blackboard. Future Research: This study focused on how different factors affected students’ continuous intention to use Moodle but did not consider all determinants of successful system, such as system quality, information quality, and instructional as well as course content quality. Thus, future research should devote attention to the effects of these quality characteristics of LMS.

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“…The demographic characteristics of users' online banking service are important because it is related to market segmentations as one of the bank's strategies to retain its customers (Alkhaldi & Kharma, 2019). According to several previous surveys, the percentage of internet banking users are not as many as the percentage of mobile banking users.…”

Section: Introductionmentioning

confidence: 99%

Acceptance of internet banking services: The role of demographic factors as moderating variables

Sihotang¹,

Murdiawati²

2022

jeb

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Understanding the percentage of internet banking service usage, that is inferior to the percentage of mobile banking usage, has been important to observe factors affecting behavioral intention to use internet banking. The purpose of this study is to analyze the determinants of internet banking usage by applying demographics as a moderator of intentional behavior to design the internet banking marketing strategies based on customer needs and wants. This study employs a judgment sampling technique with a sample size of 282 respondents processed by SPSS 23 and WarpPLS 6.0. The factors affecting the use of internet banking services are perceived usefulness, perceived ease of use, as well as perceived security and privacy. However, demographic elements variables (gender, age and education level) are the moderation of perceived security and privacy on behavioral intentions in using internet banking. In addition, men are more focus to on security and privacy than women. Moreover, older people are more concern withconsidering security and privacy more than younger people. Undergraduate/postgraduate and non-graduate people consider safety and privacy. The implication of this study is to improve the security system and determine the target market of internet banking by considering demographic elements factors as athe strategy to maintain and toas well as increase the use of internet banking.

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Customer’s Intention to Adopt Mobile Banking Services: The Moderating Influence of Demographic Factors

Cited by 14 publications

References 56 publications

Investigating Students’ Acceptance of Online Courses at Al-Ahliyya Amman University

Investigating Students’ Acceptance of Online Courses at Al-Ahliyya Amman University

Students’ Continuance Intention to Use Moodle: An Expectation-Confirmation Model Approach

Acceptance of internet banking services: The role of demographic factors as moderating variables

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