This book introduces the fundamentals of the technology satisfaction model (TSM), supporting readers in applying the Rasch model and Structural Equation Modelling (SEM) - a multivariate technique - to higher education (HE) research. User satisfaction is traditionally measured along a single dimension. However, the TSM includes digital technologies for teaching, learning and research across three dimensions: computer efficacy, perceived ease of use and perceived usefulness. Establishing relationships among these factors is a challenge. Although commonly used in psychology to trace relationships, Rasch and SEM approaches are rarely used in educational technology or library and information science. This book, therefore, shows that combining these two analytical tools offers researchers better options for measurement and generalization in HE research. This title presents theoretical and methodological insight of use to researchers in HE.

Consistent with its aim to become a research university, the International Islamic University Malaysia introduced its online database system in 2000 as part of its e-library services. Factors such as perceived benefits, computer self-efficacy and satisfaction were hypothesized to be major barriers. To test the influence of these factors on students' adoption of the online database, an adoption questionnaire based on an extended Technology Acceptance Model (TAM) was administered. The questionnaire's reliability and validity were established through a RASCH analysis while the data were analysed using the Structural Equation Modeling. The results revealed significant influences of perceived usefulness and computer self- efficacy on postgraduate students' intention to use the database and their satisfaction in using it. In addition, perceived ease of use and intention to use were found to have a significant direct influence on satisfaction. The findings contributed to a better understanding of the TAM and technology adoption and satisfaction among postgraduate students.