DEVELOPMENT AND TEST OF A THEORY OF TECHNOLOGICAL LEARNING AND USAGE

Beliefs, attitudes, and intentions are important factors in the adoption of computer technologies. While contemporary representations have focused on explaining the act of using computers, the role of learning to use the computer needs to be better understood within the overall adoption process. Inadequate learning can curtail the adoption and use of a potentially productive system. We introduce a new theoretical model, the theory of trying, in which computer learning is conceptualized as a goal determined by three attitude components: attitude toward success, attitude toward failure, and attitude toward the process of goal pursuit. Intentions to try and actual trying are the theoretical mechanisms linking these goal-directed attitudes to goal attainment. An empirical study is conducted to ascertain the construct validity and utility of the new theory within the context of the adoption of a word processing package. Specifically, we examine convergent validity, internal consistency reliability, stability, discriminant validity, criterion related validity, predictive validity, and nomological validity in a longitudinal field study of 107 users of the program. The new theory is compared to two models: the theory of reasoned action from the field of social psychology and the technology acceptance model, recently introduced in the management literature. Overall, the findings stress the importance of scrutinizing the goals of decision makers and their psychological reactions to these goals in the prediction of the adoption of computers.