Continuance intention of E-portfolio system: A confirmatory and multigroup invariance analysis of technology acceptance model

a r t i c l e i n f o The technology acceptance model (TAM) has been applied in various fields to study a wide range of information technologies. Although TAM has been developed in this research stream in Taiwan, TAM's issues of measurement have received scant attention. A robust model must perform measurement invariance across different respondent subgroups to ensure that various sample profiles have the same relationship. A survey of regarding E-portfolio system reuse intention was constructed, resulting in 360 valid responses across subgroups differing in gender, grade, and levels of willingness to share, to examine the measurement invariance of TAM. The results empirically support the validity of our TAM instrument for evaluating E-portfolio reuse intentions behavior. These findings suggest that men and women, differing grades, levels of willingness to share conceptualize the TAM construct in similarly. The implications of these results enable us to understand TAM's validity in E-portfolio acceptance research. Currently colleges and universities are facing lots of problems, including ill designed curricula that do not meet demands from the job market. There is also lots of pressure from society on colleges or universities to provide an education that results in guaranteed employment , especially given the soaring price of higher education. Currently, a number of academic institutions are facing the problem of grade inflation. Therefore, academic educational institutions are looking for alternative ways to provide an education that attracts students in a highly competitive world [49]. In recent years, instructors have more interest in integrating Internet based technologies into their classroom as part of the learning environment. The electronic portfolio (E-portfolio) system has the potential to change the nature of learning environments and the ways in which student learning is promoted through different modes of learning [6]. E-portfolio allows information related to learning to be stored, accessed, updated, and presented in various electronic formats as a record or evidence of student learning and achievement [11,22]. E-portfolio also represents an assessment measure with strong potential for providing feedback about student performance to improve curricula and pedagogy, determining individual students' mastery of learning and providing feedback for improvement, and actively involving students in the assessment process. Knight et al. [31] examined the relationship between E-portfolio participation and student success. The results showed that undergraduate students with E-portfolio artifacts had significantly higher grade point averages, credit hours earned, and retention rates than a matched set of students …