The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an extension of the technology acceptance model

By Raafat George Saadé, Bouchaib Bahli. Information Manager (The), 2005

1,107 citations recorded by the source corpus.

Subfields: Communication, Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/1602b115559bc3e8eb50cea2a61a54a013c51eaf

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Citations in the corpus

Knowledge sharing and group cohesiveness on performance: An empirical study of technology R&D teams in Taiwan (2009, methodology): “The PLS is a latent structural equation modeling method that assumes all the measured variance is to be explained (Saadé and Bahli, 2005).”
Determinants of E-government Adoption: Testing the Mediating Effects of Perceived Usefulness and Perceived Ease of Use (2019, methodology): “The path coefficients are represented as standardized betas (Saadé & Bahli, 2005).”
Understanding information systems continuance: The case of Internet-based learning technologies (2008, background): “Research on e-learning and the use of Internet-based learning technologies has received considerable attention [15,22,28].”
Taking "Fun and Games" Seriously: Proposing the Hedonic-Motivation System Adoption Model (HMSAM) (2012, background): “…UMS and MMS have shown that PEOU plays a direct positive role in determining BIU (e.g., Agarwal & Karahanna, 2000; Agarwal & Venkatesh, 2002; Davis, 1989; Davis et al., 1989; Davis, Bagozzi, & Warshaw, 1992; Hsu & Lu, 2007; Koufaris, 2002; Saade & Bahli, 2005; Sun & Zhang, 2006; Venkatesh, 1999).”
Understanding e-learning continuance intention: An extension of the Technology Acceptance Model (2006, methodology): “ Rai et al. (2002) empirically assessed the Seddon IS success model (Seddon, 1997) and specified user satisfaction as impacted by perceived usefulness and perceived ease of use.”
College students’ use and acceptance of emergency online learning due to COVID-19 (2020, neutral): “Cognitive absorption refers to a state of deep involvement and ﬂow refers to the concentration in one activity without paying attention to anything else ( Kemp et al., 2019 ; Saade & Bahli, 2005 ).”
Viability of the "Technology Acceptance Model" in Multimedia Learning Environments: A Comparative Study (2007, background): “Academic institutions also benefit in terms of cost reductions and increasing revenues (Saadé and Bahli, 2005).”
Expanding the Technology Acceptance Model with the Inclusion of Trust, Social Influence, and Health Valuation to Determine the Predictors of German Users’ Willingness to Continue using a Fitness App: A Structural Equation Modeling Approach (2018, result): “This finding has been supported in several succeeding studies (Davis & Wiedenbeck, 2001; Karahanna & Straub, 1999; Saade & Bahli, 2005; Suh & Han, 2002; Venkatesh & Davis, 1996).”
Understanding e-learning continuance intention in the workplace: A self-determination theory perspective (2008, positive): “Saadé and Bahli (2005) applied TAM, including cognitive absorption, in an empirical study to explain the acceptance of Internet-based learning systems.”
Experience Value Cocreation on Destination Online Platforms (2018, result): “…information system (IS) literature has found that ease of use is less powerful in predicting adoption intention, and has not been included in models (Chung et al. 2015; Kim, Ritchie, and Tung 2007; Saade and Bahli 2005; Koo and Chung 2014), so in similar fashion, this was excluded from the model.”
A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types (2011, background): “…System (Asynchronous System) TAM Wagner and Flannery (2004) 184/264 Employees E-learning Technology/Tool (computer-based training support tool) TAM Saade and Bahli (2005) 102 Students E-learning System TAM Lee, Cheung, and Chen (2005) 544 Students Web-based Learning Technology (FaBWeb) TAM Ong…”