ISCAP Proceedings: Abstract Presentation
The Moderating Effects of Gender and Major on the Relationship Between Performance and Effort Expectancies, Cognitive Load, and Learning Outcomes in Introductory Information Systems Courses
Dan Lui
James Madison University
Shawn Lough
James Madison University
Thomas Dillon
James Madison University
Ping Wang
James Madison University
Abstract
This study extends previous research by examining the moderating effects of gender and major on the relationship between performance and effort expectancies, cognitive load, and learning outcomes in introductory information systems courses. Building upon Cognitive Load Theory (CLT) and the Unified Theory of Acceptance and Use of Technology (UTAUT), a moderated mediation model was employed to analyze the impact of performance and effort expectancies on perceived and actual learning. Findings from a sample of 294 valid responses revealed significant associations between intrinsic cognitive load and actual learning, partially mediated by effort expectancy. Extraneous cognitive load was positively associated with perceived learning but not with actual learning. Performance expectancy partially mediated the relationship between extraneous cognitive load and perceived learning. Perceived learning fully mediated the relationship between performance expectancy and actual learning. This study further explores the moderating effects of gender and major on these relationships, providing insights into how gender and major may influence student learning in information systems courses. For instance, we found that female students may perceive information systems courses as more challenging or intimidating, leading to lower levels of performance expectancy and effort expectancy. Additionally, students majoring in fields closely related to information systems (e.g., computer science, business analytics) may have a greater intrinsic interest in the subject matter, leading to higher levels of motivation and performance. These findings highlight the importance of addressing gender-based disparities and tailoring instructional approaches to meet the diverse needs of students from different majors in information systems education.
Our results suggest that instructors should consider implementing strategies to enhance female students' confidence and motivation in information systems courses, such as providing role models or offering additional support resources. Furthermore, tailoring instructional approaches to the specific interests and backgrounds of students from different majors can help improve learning outcomes for all students.