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Gender and Acceptance of E-Learning: A Multi-Group Analysis Based on a Structural Equation Model among College Students in Chile and Spain

机译：电子学习的性别与接受度：基于结构方程模型的智利和西班牙大学生的多组分析

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摘要

The scope of this study was to evaluate whether the adoption of e-learning in two universities, and in particular, the relationship between the perception of external control and perceived ease of use, is different because of gender differences. The study was carried out with participating students in two different universities, one in Chile and one in Spain. The Technology Acceptance Model was used as a theoretical framework for the study. A multi-group analysis method in partial least squares was employed to relate differences between groups. The four main conclusions of the study are: (1) a version of the Technology Acceptance Model has been successfully used to explain the process of adoption of e-learning at an undergraduate level of study; (2) the finding of a strong and significant relationship between perception of external control and perception of ease of use of the e-learning platform; (3) a significant relationship between perceived enjoyment and perceived ease of use and between results demonstrability and perceived usefulness is found; (4) the study indicates a few statistically significant differences between males and females when adopting an e-learning platform, according to the tested model.
机译：这项研究的范围是评估由于性别差异，两所大学采用电子学习的方式，特别是外部控制的感知与易用性之间的关系是否不同。这项研究是在两所不同大学的参与学生中进行的，其中一所在智利，一所在西班牙。技术接受模型被用作研究的理论框架。采用偏最小二乘的多组分析方法来关联组之间的差异。该研究的四个主要结论是：（1）技术接受模型的一个版本已成功用于说明在大学学习水平上采用电子学习的过程； （2）在对外部控制的认知与对电子学习平台的易用性的认知之间发现强烈且重要的关系； （3）在感知的享受与感知的易用性之间以及结果的可证明性与感知的实用性之间存在着显着的关系； （4）根据测试模型，研究表明，在采用电子学习平台时，男性和女性之间在统计学上存在显着差异。

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