The Moderating Effect of Gender Differences on Learning Management Systems (Lmss) Acceptance: A Multi-Group Analysis

Previous literature shows a concern in the education sector regarding the influence of gender differences on users’ attitudes towards learning technologies. The present research aims to extend the Technology Acceptance Model (TAM) in the e-learning context and investigate the effect of gender on technology adoption in a Middle Eastern country. A total of 302 Computer Science undergraduate students at a public university in Iraq took part in the study. In addition to TAM’s variables, perceived satisfaction and e-learning self-efficacy were integrated into the proposed model as direct predictors of behavioral intention towards acceptance of Learning Management Systems (LMSs). Gender divide, on the other hand, was included as a moderator of the relationship between the model constructs. The proposed framework explains substantial variance in behavioral intention (53.1%). Gender differences, however, had only a slight moderating effect on the relationship between e-learning self-efficacy and LMS acceptance. Self-efficacy had a stronger impact on the intention to use LMSs among men than among women. The potential implications of the present research are discussed further.