MOTIVATIONAL FACTORS THAT INFLUENCE THE ACCEPTANCE OF MICROBLOGGING SOCIAL NETWORKS: 1 THE µBTAM MODEL FRANCISCO REJÓN-GUARDIA FRANCISCO J. LIÉBANA-CABANILLAS MYRIAM MARTÍNEZ-FIESTAS UNIVERSITY OF GRANADA (SPAIN) DEP. MARKETING AND MARKET RESEARCH Keywords e-learning TAM µBTAM micro(nano) blogging Social networks

THE µBTAM MODEL Abstract Microblogging social networking Microblogging social networking opens a window on informal knowledge, self-directed learning and the creation of knowledge- based networks for use in the classroom setting Technology Acceptance Model This study we used the Technology Acceptance Model (TAM) of Davis et al. (1989), incorporating some of the constructs commonly found in the scientific literature Students are motivated by narrowing the physical and psychological distances separating teachers and students, thus increasing their confidence and engagement in the learning process The acceptance of microblogging networks for teaching purposes was evaluated Students are motivated by narrowing the physical and psychological distances separating teachers and students, thus increasing their confidence and engagement in the learning process The acceptance of microblogging networks for teaching purposes was evaluated 2

Microblogging (nanoblogging) social networks THE µBTAM MODEL Microblogging social networks, also known as nanoblogging networks, are a tool that allows users to send and post brief messages 3

THE µBTAM MODEL EXPERIENCE INFORMAL KNOWLEDGE STUDENTSTEACHERS CONVERSANT ION AND ANSWER MICROBLOG GING USED BEFORE +IN CLASS +AFTER +INVOLVEMENT INFORMAL KNOWLEDGE 4

The role of ICTs in the learning process THE µBTAM MODEL Constructivist Learning Theory (1955) Original and innovative activities that are interesting and meaningful to them and useful in the real world in order to obtain added benefits to a simple final mark Students must perceive that distance education is a useful and flexible way of learning It provides a context for innovative, student-centred instruction 5

OUR ACTIVITY THE µBTAM MODEL 6

OUR ACTIVITY Real time: using Autotweet Creating a class diary in which students and/or the teacher post class-related experiences and topics Proposing questions in real time during the class Indexing video, photo and audio content from other platforms. Providing students class-related information Permitting students to share their opinions about the topics seen in class Creating categories or hashtags to identify messages about specific topics or ideas or from specific groups of people Posting public notebooks THE µBTAM MODEL 7

Technology Acceptance Models (TAM) THE µBTAM MODEL TAM electronic mail search engines websites on-line sales the Web online purchase intentions e-learningenvironments theacceptance the acceptance of Moodle platforms of Moodle platforms WHY TAM? USED IN A LOT OF TOPICS 8

STUDY METHOD THE µBTAM MODEL The data obtained from the survey allowed us to develop a structural equation model with the constructs: 1.- The effect of subjective norms 2.- Social images on the use of web-based social networks Study results were obtained by means of the following types of analysis: Exploratory analysis 1.- Exploratory analysis to examine the validity of the variables and test the initial reliability of the scales. Confirmatory factor analysis 2.- Confirmatory factor analysis to test the dimensionality obtained in the exploratory analysis and refine the established scales. Causal analysis 3.- Causal analysis to test the proposed structural relationships. Sample population Students at the School of Economics and Business of the University of Granada Sample size135 surveys Confidence level95% Maximum allowed error of estimate±8.4% Fieldwork15 al 30 de Enero 2011 Type of interviewPersonal by means of questionnaire Sampling type Convenience sampling (students registered in the course) 9

PROPOURSE MODEL THE µBTAM MODEL H1: Perceived ease of use (PEOU) has a direct and positive influence on perceived usefulness (PU) H2: Perceived ease of use (PEOU) has a direct and positive influence on behavioural intention (BI) H3: Perceived usefulness (PU) has a direct and positive influence on behavioural intention (BI) H4: Subjective norms (SN) have a direct and positive influence on perceived usefulness (PU) H5: Social image (IMAGE) has a direct and positive influence on perceived usefulness (PU) H6: Social image (IMAGE) has a direct and positive influence on subjective norms (SN) 10

FINAL MODEL THE µBTAM MODEL Variablesα Cronbach BI (behavioural intention) PU (perceived usefulness) PEOU (perceived ease of use) IMAGE (image) SN (subjective norms)

FINAL MODEL THE µBTAM MODEL Constructs No. original items Standard weights Composite Reliability Extracted Variance PU (perceived usefulness) 3 UTI1(0.85) UTI2 (0.89) UTI3 (0.87) PEOU (perceived ease of use) 5 FAC2 (0.78) FAC3 (0.71) FAC4 (0.79) FAC5 (0.84) BI (behavioural intention) 3 INT1 (0.81) INT2 (0.86) IMAGE (image)3 IMA1 (0.77) IMA2 (0.91) NS (subjective norms) 4 NORMA 1 (0.86) NORMA 2 (0.88) 12

FINAL MODEL THE µBTAM MODEL Goodness-of-fit indices for the structural model X Df = 58p = RMSEA (0.00;0.059)p =0.880* GFI 0.89 AGFI 0.81 CFI 0.99 NFI 0.97 *Not significant

CONCLUSIONS THE µBTAM MODEL robust and parsimonious model of social network usage behaviour The analysis gave rise to a robust and parsimonious model of social network usage behaviour that confirmed the proposed research hypotheses highly successful teaching methods The use of new technologies in e-learning or b-learning environments is a growing trend that has given rise to highly successful teaching methods TAM model The model demonstrated that the extended TAM model is suitable for explaining the acceptance of web-based teaching tools as well as the validity of microblogging networks in combination with face-to-face classes. informal learning These networks were found to foster informal learning among students by encouraging interaction with the network content and other members of the class. 14