Exploring the comprehensive influence of Teaching Stimulus on the intention to use virtual libraries among students enrolled in classroom and distance learning courses in Brazil

This study examines antecedent factors that may influence the intention to use the virtual library of college students enrolled in classroom and distance-learning courses. The study focuses on the Technology Acceptance Model – TAM (Davis, 1986) and the construct called Teaching Stimulus in order to expand knowledge of the impact of teaching on students’ use of technological educational tools. Data were collected using 406 questionnaires answered by Brazilian undergraduate students. Findings demonstrate that Teaching Stimulus positively impacts ease of use, perceived usefulness and habits of students regarding their intention to use the Virtual Library. As such, this research emphasizes the importance of guidance and recommendations for expanding the use of technological educational resources by students. Moreover, the study concludes that perceived usefulness is the most important factor influencing the intention to use these technologies. Results show that students enrolled in distance-learning courses are more inclined to use these educational resources than students enrolled in classroom courses.