Abstract:

The purpose of this study was to develop Learning Object Acceptance Model (LOAM) to examine the underlying factors and causal relationships that determine learners’ behavioral intention to use multimedia learning objects in higher education. This study called for the  342  respondents  to  progress  through  two  phases  of  learning  objects  participation:  Introduction and Direct-use experience.  Structural Equation Modeling (SEM) was used to evaluate data from the resultant surveys with the AMOS 4.0. The results showed  that  the study  model  produced  measurement  and  structural  models  with  adequate  model  fits. Learners’ perceived of usefulness and ease of use fully mediated the relationship between learning object characteristics and behavioral intention.  However, individual Characteristics were found to have no statistically significance on behavioral intention in this context.