The Influence of User Efficacy and Expectation on Actual System Use

Introduction Actual system use generates research interest in human computer interaction (HCI), especially in a non-voluntary environment. Actual system use is system usage in which the user has no choice but to use the system in a mandatory-use environment. Prediction of behaviors is therefore not based on intention to use the system (Rawstorne, Jayasuriya & Caputi 1998; 2000). The occurrence of actual system use involves interaction among a user, a system, and a task (Burton-Jones & Straub, 2006; Barki, Titah & Boffo, 2007). Actual system use can be characterized in terms of three behaviors, namely, technology interaction behavior, task-technology adaptation behavior, and individual adaptation behavior. Actual system use is a construct that has three dimensions which are users' immersion, reinventtion, and learning. Immersion measures the activity between the user and the system (Burton-Jones & Straub, 2006). It is based on technology interaction behavior, and is the extent to which the individual can set aside other concerns related to his or her ability to focus on and perform the required specific task while using the system. Reinvention is based on task-technology adaptation behavior, or task-technology fit (Barki, Titah & Boffo, 2007). Task-technology adaptation behavior includes all acts such as modifying or changing information system for its use in the organization. Reinvention reflects the extent to which the user changes an innovation following its original development (Rice & Rogers, 1980). Reinvention then is the extent of effort that the user puts into the development of the fit between the task and the system to improve his or her performance. Learning, as an additional dimension of actual system use, is based on individual adaptation behavior (Barki, Titah & Boffo, 2007). Learning is the degree to which users communicate with each other and search for information in order to improve their knowledge and skill on the system. Individual adaptation behavior represents behavioral changes that the individual makes to himself in order to adapt to the system. Such self-modification behaviors include learning activity and interaction between individuals and the system (Beaudry & Pinsonneault, 2005). As users learn how to use the new system, they can apply new ways of performing their tasks and exchanging information with each other. Of particular interest is library personnel's use of information management systems. Librarians play a vital role in ensuring optimal use of available information systems in their institution (Cohen, 2005). Therefore, it is important for university libraries to understand the factors that contribute to their personnel's use of information systems, especially for mandatory use. Compeau and Higgin (1995) suggest that individuals would use an information system if they could see potentially positive value associated with such use. Previous research on library personnel's use of information system includes Ajiferuke (2003), Cohen (2005), Egunjobi & Awoyemi (2012), Rao & Babu (2001), and Ryan, Porter, & Miller, 2010). However, there is dearth of studies on KOHA library management software (an information system widely used in Nigeria), and the influence of social cognitive theory has rarely been considered. This study therefore uses social cognitive theory to study library personnel's use of the KOHA library management system. Specifically, it is aimed to analyze the relationship between library personnel's actual system use and sources of computer self-efficacy and outcome expectancy. The purpose of this research is also to empirically evaluate a theoretical model about mandatory use of the KOHA library management software, derived from the social cognitive theory. Social Cognitive Theory Acceptance of an information system depends on whether employees believe that the information system will benefit them. …