Analysis o u ili y and use o a web-based ool o digi al
signal p ocessing eaching by means o a echnological
accep ance model
S.L. To al
*
, F. Ba e o, M.R. Ma ı
´nez-To es
Depa men o Elec onic Enginee ing, Uni e si y o Se ille, A da. Camino de los, Descub imien os s/n,
Se ille 41092, Spain
Recei ed 15 Decembe 2005; accep ed 15 Decembe 2005
Abs ac
This pape p esen s an explo a o y s udy abou he de elopmen o a s uc u al and measu emen model
o he echnological accep ance (TAM) o a web-based educa ional ool. The aim consis s o measu ing
no only he use o his ool, bu also he ex e nal a iables wi h a significan influence in i s use o planning
u u e imp o emen s. The ool, designed wi h Shockwa eeand Mac omedia Di ec o e, is a web-based
educa ional en i onmen ha has been applied as a eaching me hodology in an unde g adua e cou se
in ol ed wi h mode n mic op ocesso s a chi ec u es and applica ions. The p oposed me hodology may
be ex ensible o simila ools and ies o fill he lack o scien ific s udies in he alida ion and accep ance
o compu e -based educa ional ools.
Ó2005 Else ie L d. All igh s ese ed.
Keywo ds: In o ma ion sys ems heo y; Technological accep ance model; Dis ibu ed lea ning en i onmen s; In e -
ac i e lea ning en i onmen s; Mul imedia/hype media sys ems
0360-1315/$ - see on ma e Ó2005 Else ie L d. All igh s ese ed.
doi:10.1016/j.compedu.2005.12.003
*
Co esponding au ho . Tel.: +34 954 48 12 93; ax: +34 954 48 73 73.
E-mail add ess: [email p o ec ed] (S.L. To al).
www.else ie .com/loca e/compedu
Compu e s & Educa ion 49 (2007) 957–975
1. In oduc ion
In ecen yea s he e ha e been impo an changes in enginee ing educa ion, especially in elec-
ical and compu e enginee ing (ECE) educa ion, bo h in e ms o con en (cu iculum) and wha
i is augh o how i is augh (deli e y o ma e ial) (Ca ley, Khosla, & Une ich, 2000; Felde ,
Felde , & Die z, 1998; Milliken & Ba nes, 2002; Roppel, 2000; Taylo , Hee , & Fiez, 2003; Wilson
& Jennings, 2000).
On he one hand, emphasis in he elec ical enginee ing field has shi ed significan ly o he
design o digi al sys ems. On he o he hand, echnology ha is a ound e e y hing we do, has aken
a place in he class oom. Since he ea ly days o compu e s, lea ning h ough compu e -based en i-
onmen s (hype media ools, web-based educa ional suppo , simula ion en i onmen s, e c.) has
d ama ically inc eased (Aedo, Dı
´az, Fe na
´ndez, Ma ı
´n, & Be langa, 2000; Almeida, Piazzalunga,
Ribei o, Casemi o, & Mo eno, 2003; Bagui, 1998; Ch is ian & Belloni, 2001; Conole, Dyke, Oli e ,
& Seale, 2004; Me zge , Flanagina, & Zwa un, 2003; Pahl, 2003).
The pedagogical alue o compu e and web-based educa ional ools has been demons a ed in
a lo o si ua ions and educa ional expe iences. Bu , al hough many enhancemen s ha e been
de eloped in his a ea o e he yea s, no much a en ion has been paid o scien ific analysis
o alida ing he ools in o de o imp o e he eaching p ocess; once a compu e -based educa-
ional ool has been designed, i is ne e alida ed o , a mos , poo ly alida ed. Howe e , wo
kinds o app oaches o he ask o e-lea ning o web-based educa ional ools e alua ion can be
dis inguished.
The fi s one is based on a simple ques ionnai e ollowed by a basic s a is ical ea men . The
majo i y o he p o ided assessmen da a in scien ific s udies co espond o his scheme. Some-
imes, jus cogni i e ou comes a e conside ed (Fulle & Mo eno, 2004). O he imes, se e al
dimensions abou use pe cep ions a e included. In Abdel-Qade , Bazuin, Mousa inezhad, and
Pa ick (2003), o e all sa is ac ion and quali y o ma e ials a e he unique a iables aken in o
accoun . Mo e elabo a ed ques ionnai es conside ing new dimensions can be ound in Che alie ,
C addock, Riley, and T unk (2000), A ou is, Tselios, and Ta akis (2001) and Hu ley and Lee
(2005). Bu in all he cases, he da a ea men is educed o show equency o use answe s.
The second kind o app oaches consis s o a mo e complex ques ionnai e ollowed by a mo e
complex s a is ical s udy, usually a mul i a ia e s a is ical analysis. The e is a big diffe ence
espec o he p e ious app oach: he ocus o a en ion is no only he use, sa is ac ion o effi-
ciency o he ool, bu he a iables wi h an incidence o e his final esul and how hese a iables
a e in e ela ed among hem. Some a emp s in his field a e wo h men ioning. In Cappel and
Hayen (2004), a ques ionnai e is used o es he sa is ac ion, pe cei ed effec i eness and quali y
o an e-lea ning ool. Bu his ques ionnai e includes also ques ions ela ed o some specific lea n-
ing dimensions, such as cla i y o in o ma ion, easy o use, use ulness, e c. Se e al dimensions a e
also used in To al, Ba e o, Ma ı
´nez-To es, Galla do, and Lillo (2005), al hough in his case a
co ela ion analysis is pe o med o ex ac some conclusions abou ela ionships among dimen-
sions. Some o he s udies a e based on a p e ious model aken om in o ma ion sys ems heo y:
he echnological accep ance model (TAM). Basically, TAM models how use s use a echnology.
In Selim (2003), Ngai, Poon, and Chan (2007) Ong, Lai, and Wang (2004) TAM is applied o a
web-based and o an asynch onous e-lea ning ool. In he fi s case, he o iginal model has been
used while in he nex wo cases an ex e nal dimension has been added.
958 S.L. To al e al. / Compu e s & Educa ion 49 (2007) 957–975
Following his end, his pape p oposes he applica ion o he echnological accep ance model
(TAM) o alida e he applica ion o a web-based educa ional ool as a eaching me hodology and
o plan u u e imp o emen s. The ool has been used in an ad anced mic op ocesso echnology
cou se, included in he elecommunica ion enginee ing cu iculum a he Uni e si y o Se ille
(Spain), since academic yea 2002–2003. As a diffe ence o he p e ious s udies based on TAM,
his s udy conside s he mos equen ly men ioned ex e nal a iables in he li e a u e as ex e nal
dimensions wi h an incidence o e TAM a iables. A me hodology o achie e he comple e model
o be applied is also de ailed.
The pape is o ganized as ollows. Fi s , he web-based educa ional ool and he cou se a e
in oduced. Then, he me hodology used o alida e he u ili y and use o he educa ional ool
is desc ibed. The fi s s ep o his me hodology consis s o alida ing a ques ionnai e using C on-
bach’s alpha. Th ough his index, he main cons uc s o dimensions ela ed o he TAM model
a e alida ed and a se o indica o s a e ob ained. Due o he la ge numbe o dimensions and
indica o s, a p incipal componen analysis (PCA) echnique is hen applied o educe he numbe
o a iables. The p incipal componen o each dimension is used o ob ain bo h a small numbe o
indica o s and o measu e all he co ela ions among he diffe en de ec ed dimensions. Using he
esul s o PCA analysis as a s a ing poin , a s uc u al equa ion model echnique (PLS, pa ial
leas squa e) is hen applied o ob ain he final s uc u al and measu emen TAM model. The co -
ela ions o PCA analysis a e used as he hypo hesis o be alida ed and he weigh o indica o s in
he fi s p incipal componen is used o ob ain he minimum numbe o indica o s o be used in
PLS analysis.The esul s allow bo h measu ing he use o he ool and de e mining he ex e nal
a iables wi h a significan influence in his use. Fu u e imp o emen s and conclusions will be
poin ed ou in he final sec ion.
2. Web-based educa ional ool o imp o e DSP eaching o unde g adua e
Telecommunica ion enginee ing s udies a he Uni e si y o Se ille, was fi s o ganized in 1991.
An in e media e unde g adua e digi al elec onic subjec -based on he design o ad anced embed-
ded digi al sys ems and DSPs has been augh since hen. The lack o enough lab wo k in he o i-
ginal o ganiza ion o s udies mo i a ed a change in 1998, sea ching o an inc emen in he
p ac ical wo k. This ac , oge he wi h he necessi y o imp o ing he eaching me hodology in
class ooms wi h mo e han 300 s uden s pe yea , was he s a ing poin o de elop new eaching
me hods using compu e -based educa ional ools. In his app oach, i has also been aken in o
accoun he new Eu opean A ea o Highe Educa ion and ECTS c edi s, which will sho ly mod-
i y he eaching and lea ning p ocesses (Communique
´o he Con e ence o Minis e s esponsible
o Highe Educa ion, 2003; Join decla a ion o he Eu opean Minis e s o Educa ion, 1999).
The cou se has been used o each ad anced mic op ocesso s a chi ec u e connec ing ha dwa e
concep s wi h so wa e and, e en, heo e ical knowledge ela ed o digi al signal p ocessing. We
ha e chosen a DSP, Texas Ins umen s C3x amily, as an example o mic op ocesso a chi ec u e
o ully accomplish he objec i es o he cou se; he in e nal s uc u e o C3x amily is used o
explain complex embedded sys ems and i s u ili y in elecommunica ion a ea. The TMS320C3X
amily is a 32 bi s floa ing poin gene al-pu pose DSP om Texas Ins umen s (TIe,h p://
www. i.com). The amily a chi ec u e ea u es p esen a cen al p ocessing module ha appea s
S.L. To al e al. / Compu e s & Educa ion 49 (2007) 957–975 959
in all amily membe s and i has been designed o execu e commonly-used digi al signal p ocessing
benchma ks wi h a minimum ime load o single-mul iplie a chi ec u e. These DSPs op imize
speed implemen ing unc ions in ha dwa e whe eas o he p ocesso s implemen hem h ough
so wa e o mic ocodes, pe o ming pa allel mul iply and ALU ope a ions on in ege o floa -
ing-poin da a in a single cycle. Each p ocesso also possesses a gene al-pu pose egis e file, a
p og am cache, dedica ed ARAUs, in e nal dual-access memo ies, one DMA channel suppo ing
concu en I/O, and a sho machine-cycle ime. Gene al-pu pose applica ions a e g ea ly
enhanced by he la ge add esses space, mul ip ocesso in e ace, in e nally and ex e nally gene -
a ed wai s a es, wo ex e nal in e ace po s, wo ime s, se ial po s, and mul iple in e up
s uc u e.
The analyzed educa ional ool consis s o a web-si e ha has been designed (h p://
www.g e.us.es/~ ba e o/CSED/) o p omo e an asynch onous lea ning o um, a g oup wo k
en i onmen o collabo a i e lea ning and a mul imedia lea ning ool. This ool has been de el-
oped aking in o accoun adi ional elemen s o he TAM models: use ulness and easy o use. We
ha e designed his si e o be used in diffe en eaching scena ios (lab exe cises, heo e ical lessons,
sel -lea ning, e c.). S uden s can access eaching ma e ial using his ool, o cha and discuss abou
he concep s o he cou se and o download da a files con aining e e ence ma e ial and class no es
in pd o ma . O he capabili ies, based on da a bases p og ammed using PHP, Pe l Hype ex
P ep ocesso , a e p o ided (see Figs. 1–4); s uden au o-e alua ion ool, doub , no ice and ma k
boa ds, quali y inqui y o p o ide asynch onous eedback o he eaching p ocess, cha se ice.
Main enance o he web si e is easily done wi h adminis a ion p o ec ed pages p og ammed using
PHP.
The mul imedia con en o he web-si e has been design using he Mac omediaeDi ec o so -
wa e (Figs. 5–10), and i can be used in adi ional class ooms and o asynch onous and non-
eyewi ness ac i e sel -lea ning o engage s uden s in ac i e ein o cemen o he concep s acqui ed
in class. No ice ha Di ec o allows he de elopmen o dynamic web pages due o Shockwa e
Fig. 1. Lea ning o um welcome sc een.
960 S.L. To al e al. / Compu e s & Educa ion 49 (2007) 957–975
comp ession echniques and ha a Shockwa e si e needs a b owse wi h a Shockwa e Playe plug-in
( his plug-in is sel -de ec ed and i is ee-downloadable in case o necessi y).
The mul imedia con en is a igh coupling o ex , u o ials, illus a ions, ideo segmen s and
anima ions ha in eg a es heo e ic concep s ela ed o TMS320C3X in e nal a chi ec u e and
p ac ical expe iences o gua an ee a ‘‘lea ning by doing’’ philosophy. In ac , wo lea ning uni s
ha e been designed, one de o ed o he heo e ical eaching and he o he one ela ed o p ac ical
exe cises and lab wo k ca ied ou du ing he academic yea . A e a small isual in oduc ion,
each uni can be accessed.
Fig. 2. Teaching ma e ial access (I): download and on-line access.
Fig. 3. Teaching ma e ial access (II): on-line access.
S.L. To al e al. / Compu e s & Educa ion 49 (2007) 957–975 961

On he one hand, he heo e ical uni consis s o ou sec ions, plus a gene ic embedded sys ems
in oduc ion. These chap e s consis o :
An in oduc ion o he DSP de ices concep s and hei main applica ions.
Basic ha dwa e concep s o TMS320C3X de ices: CPU and in e nal bus ope a ions, memo y
o ganiza ion and ex e nal bus iming access.
Fig. 4. Doub boa d.
Fig. 5. Embedded sys ems: he beginnings.
962 S.L. To al e al. / Compu e s & Educa ion 49 (2007) 957–975
Basic so wa e concep s o TMS320C3X de ices: da a o ma , add essing modes and basic
assemble ins uc ions.
In e nal pe iphe al: ime s, se ial in e aces and DMA.
On he o he hand, he p ac ical uni is based on nine chap e s ha include he necessa y didac-
ic ma e ial o he implemen a ion o ou lab exe cises using a DSP s a e ki (DSK30 pla -
o m). The con en o his uni is o ganized in he ollowing way:
Fig. 6. TMS320C3X in e nal a chi ec u e desc ip ion.
Fig. 7. TMS320C3X s a us egis e .
S.L. To al e al. / Compu e s & Educa ion 49 (2007) 957–975 963
Diffe en DSP applica ions a e p esen ed; implemen a ion o audio signal p ocessing ech-
niques, digi al wa e gene a o s and FIR o IIR fil e s.
Some u o ials ha e been included; assemble ins uc ions and add essing modes, desc ip ion o
p og am a chi ec u e, DSK30 unc ionali y and cha ac e is ics.
Mo eo e , wo da abases ha e been included o allow easy access o CPU ins uc ion and in e -
nal DSP egis e s desc ip ion, and a s uden au o-e alua ion ool.
Fig. 8. Regis e add essing mode.
Fig. 9. Lab exe cise based on audio signal p ocessing.
964 S.L. To al e al. / Compu e s & Educa ion 49 (2007) 957–975
3. Ques ionnai e alida ion
To alida e he ool p e iously desc ibed, a ques ionnai e has been p epa ed o achie e he ol-
lowing aims:
Checking he use o he ool.
Iden i ying he ex e nal a iables wi h a sensible influence in he use o he ool.
The ques ionnai e, dis ibu ed among 142 s uden s o he cou se, consis s o 62 ques ions using
1–7 Like ype scale (1, s ongly disag ee; 7, s ongly ag ee). Table 1 summa izes he echnical
cha o he s udy ca ied ou . The ques ionnai e (de ailed in Table 2) has g oups o ques ions
o measu e se e al dimensions equen ly epo ed in he li e a u e: lea ning goal o ien a ion,
applica ion specific sel -efficacy and enjoymen (Aga wal & Ka ahanna, 2000; Yi & Hwang,
2003), ocused imme sion, cu iosi y, play ulness and olun a iness (Aga wal & Ka ahanna,
Fig. 10. One o he included da abases: ins uc ion da abase.
Table 1
Technical cha o he s udy
Uni e se S uden s wi h pe sonal expe ience wi h he ool
In o ma ion ga he ing me hod Pe sonal su ey
Sample uni S uden s who has a ended he DSP cou se
Popula ion census 155
Sample size 142
Sample e o 3.15%
Reliabili y le el 99%, Z= 2.58, p=q= 0.5
Sample p ocedu e The su ey was di ec ed o he o ally o he s uden a ending he DSP cou se
Da e o he field s udy The su ey was ca ied ou in May, 2004
S.L. To al e al. / Compu e s & Educa ion 49 (2007) 957–975 965
Table 5
PLS esul s
Indica o Load Consis ency Disc iminan alidi y
ASSE E C P EOU U UI Us
ASSE ASSE6 0.7465 0.894 0.793 0.351 0.500 0.425 0.614 0.482 0.476 0.483
ASSE7 0.8248
ASSE8 0.8126
ASSE9 0.7841
ASSE10 0.7923
E E1 0.8884 0.907 0.351 0.875 0.516 0.421 0.432 0.490 0.463 0.397
E2 0.8752
E3 0.8606
C C1 0.7757 0.875 0.500 0.516 0.837 0.744 0.441 0.539 0.461 0.396
C2 0.9146
C3 0.8135
P P1 0.9473 0.965 0.425 0.421 0.744 0.949 0.347 0.406 0.289 0.295
P2 0.9622
P3 0.9381
EOU EOU1 0.7545 0.930 0.614 0.432 0.441 0.347 0.830 0.429 0.386 0.387
EOU2 0.8399
EOU3 0.8928
EOU4 0.8502
EOU5 0.8607
EOU6 0.7704
U U1 0.8571 0.956 0.482 0.490 0.539 0.406 0.429 0.885 0.524 0.384
U2 0.8949
U3 0.8970
U4 0.9111
U5 0.8853
U6 0.8662
UI UI1 0.9538 0.953 0.476 0.463 0.461 0.289 0.386 0.524 0.954 0.547
UI2 0.9534
Us Us1 0.9210 0.926 0.483 0.397 0.396 0.295 0.387 0.384 0.547 0.928
Us2 0.9358
Table 6
Pa h coefficien s able (T-s a is ic)
Us UI U EOU ASSE E C P
Us 0.000 9.250 0.000 0.000 0.000 0.000 0.000 0.000
UI 0.000 0.000 5.292 2.592 0.000 0.000 0.000 0.000
U 0.000 0.000 0.000 3.127 0.000 0.000 6.474 0.000
EOU 0.000 0.000 0.000 0.000 6.165 3.204 0.000 0.000
ASSE 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000
E 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000
C 0.000 0.000 0.000 0.000 2.917 2.804 0.000 8.916
P 0.000 0.000 0.000 0.000 3.904 3.429 0.000 0.000
972 S.L. To al e al. / Compu e s & Educa ion 49 (2007) 957–975

5. Conclusion
A web-based educa ional ool, designed wi h Shockwa eeand Mac omedia Di ec o ehas
been p esen ed as a eaching me hodology in an unde g adua e cou se in ol ed wi h ad anced
mic op ocesso s a chi ec u es and hei applica ions. The ool has been designed aking in o
accoun he majo a iables o he TAM model. In o de o measu e i s use and o imp o e
he educa ional ool, a ques ionnai e has been de eloped and alida ed wi h he C onbach’s alpha
es ima o o eliabili y. Then, p incipal componen analysis is inco po a ed as a p io i heo e ical
and measu emen model o ob ain he hypo heses and he indica o s o measu e each o he iden-
ified cons uc s o dimensions. Finally, PLS echnique has been applied o analyze he measu e-
men model and s uc u al model concu en ly in o de o alida e he p e ious se o hypo heses
and indica o s. Two ypes o conclusions ha e been ob ained. Fi s , he final use o he ool; mo e
han 80% o he s uden s ha e na iga ed h ough he 44% o he ool con en s. Second, he ex e -
nal a iables wi h a significan influence in his use: applica ion specific sel -efficacy (easy na iga-
ion h ough he web-si e is gua an ied due o he connec ion be ween class oom and web-si e
con en s), enjoymen , play ulness and cu iosi y. These a iables can be imp o ed p omo ing in e -
ac i i y and coope a i e lea ning.
No ice ha he p oposed s udy could be ex ended o any web-based educa ional ool, because
he measu emen o he accep ance and he iden ifica ion o he ex e nal a iables is he only way
o knowing i an educa ional ool is p ope ly wo king in a specific eaching me hodology, playing
he ole i was designed o .
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Se gio L. To al Ma ı
´nwas bo n in Raba , Mo occo, in 1972. He ecei ed he elec ical enginee ing and Ph.D. deg ees a
Uni e si y o Se ille in 1995 and 1999, espec i ely. He is cu en ly a ull P o esso a he Elec onic Enginee ing
Depa men o he Uni e si y o Se ille. His esea ch in e es s include mic op ocesso and DSP de ices sys ems,
e-lea ning ools and hei e alua ion, s ochas ic p ocessing and hei indus ial applica ions.
974 S.L. To al e al. / Compu e s & Educa ion 49 (2007) 957–975
Fede ico J. Ba e o Ga cı
´awas bo n in Se ille, Spain, in 1967. He ecei ed he elec ical enginee ing and Ph.D. deg ees
a Uni e si y o Se ille in 1992 and 1998, espec i ely. In 1992 he joined he Elec onic Enginee ing Depa men a he
Uni e si y o Se ille, whe e he p esen ly main ains a ull P o esso posi ion. His cu en in e es s include mic op o-
cesso and DSP de ices sys ems, e-lea ning and mul imedia educa ional ools, uzzy logic-based sys em, and con ol o
Elec ical D i es and Powe Elec onic.
Rocı
´o Ma ı
´nez To es was bo n in Mad id, Spain, in 1973. She ecei ed he deg ee in Business Adminis a ion in 1996
and he Ph. D. deg ee om he Uni e si y o Se ille, Spain, in 2003. She is cu en ly a ull P o esso a Business
Adminis a ion and Ma ke ing Depa men o he Uni e si y o Se ille. He esea ch in e es s include in ellec ual
capi al and knowledge managemen , and accep ance o e-lea ning ools.
S.L. To al e al. / Compu e s & Educa ion 49 (2007) 957–975 975