Towards a model on tool use in computer-based learning environments

The Technology Acceptance Model (TAM) features perceived usefulness and perceived ease of use as core determinants influencing a system use. Similarly, the cognitive mediational paradigm emphasises learners' perceptions but focuses on learning settings. Based on these two frameworks, a tool use model for Computer-Based Learning Environments (CBLEs) was tested through two experimental conditions (N = 70 each) with no difference in prior knowledge. The conditions were embedded (forced tool use) and non-embedded (free tool use). Our model establishes self-efficacy as an external variable influencing tool use perceptions (perceived functionality and perceived usability) which in turn affect the quantity and quality of tool use and performance. Structural equation modelling analyses showed that self-efficacy was mediated by perceived usability which in turn influenced perceived functionality. Quantity of tool use and self-efficacy influenced performance significantly. Neither perceived functionality nor perceived usability had a significant impact on tool use.