Made available in DSpace on 2016-08-02T21:42:41Z (GMT). No. of bitstreams: 1 Thaisa Bechelli Yamanaka2.pdf: 1549749 bytes, checksum: 040f32a5a9d1704a5c0ae8060fc81262 (MD5) Previous issue date: 2015-06-25 / Several studies on the acceptance and use of information technology have been conducted by different conceptual models that seek to demonstrate the existence of factors that influence the intention and behavior of users on a particular information system. Some aspects that enhance the use of intentions can be essential for the individual to choose whether or not a particular technology. This study examined the background factors that can influence the intended use of the Virtual Library of an Institution of Higher Education. Among the conceptual models studying the adoption of information technology, it was decided in this study the use of Technology Acceptance Model (TAM) proposed by Davis (1986). In this model the external variables were also added stimulus Professor and smoker in order to expand the power of explanation of the intended use of the users in question. Through a quantitative research approach, data were collected through a survey tool to obtain 406 questionnaires responses. The results of this research confirms that the influence of various factors positioned in different dimensions provide findings relevant to the adoption of virtual library. It concludes that the Teacher Incentive positively influences Ease of Use, Perceived Usefulness and the Habit of undergraduate students on the intended use of the Virtual Library. Thus, it was found that the influence of the teacher becomes a determining factor in the use of virtual library intention, which emphasizes the importance of guidance and recommendation of teachers in the use of this technological tool. The study concluded that the perceived usefulness proved to be the factor that most influences the intention to use this technology because there is a perception that if the student will use the virtual library, you can improve your performance in studies, among others. The habit can also influence the adoption of a virtual library in parallel to perceptions about the benefits that can be obtained from the use of this technology. / Diversos estudos sobre a aceitação e o uso de tecnologias de informação têm sido realizados por diferentes modelos conceituais que buscam demonstrar a existência de fatores que influenciam a intenção e comportamento dos usuários sobre um determinado sistema de informação. Alguns aspectos que potencializam as intenções de uso podem ser fundamentais para que o indivíduo adote, ou não, uma determinada tecnologia. Este estudo analisou os fatores antecedentes que podem influenciar a intenção de uso da Biblioteca Virtual de uma Instituição de Ensino Superior (IES). Dentre os modelos conceituais que estudam a adoção de tecnologias de informação, optou-se nesta pesquisa pelo Modelo de Aceitação de Tecnologia (TAM) proposto por Davis (1986). Neste modelo ainda foram adicionadas as variáveis externas Estímulo Docente e Hábito a fim de ampliar o poder de explicação da intenção de uso dos usuários em questão. Através de uma abordagem de investigação quantitativa, os dados foram coletados por meio de um instrumento de pesquisa com obtenção de resposta de 406 questionários. Os resultados obtidos por esta pesquisa confirmam a influência de diversos fatores posicionados em diferentes dimensões e proporcionam conclusões relevantes à adoção da biblioteca virtual. Conclui-se que o Estímulo Docente influencia positivamente a Facilidade de Uso, Utilidade Percebida e o Habito dos alunos de graduação sobre a intenção de uso da Biblioteca Virtual. Com isso, constatou-se que a influência do professor torna-se um fator determinante na intenção de uso da biblioteca virtual, o que ressalta a importância da orientação e recomendação dos professores no uso desta ferramenta tecnológica. O estudo concluiu que a utilidade percebida revelou-se o fator que mais influencia a intenção de uso desta tecnologia, pois há a percepção de que, caso o aluno venha utilizar a biblioteca virtual, pode-se melhorar seu desempenho nos estudos, entre outros aspectos. O Hábito também pode influenciar à adoção da biblioteca virtual de forma paralela às percepções sobre os benefícios que podem ser obtidos com o uso desta tecnologia.

Made available in DSpace on 2015-04-16T14:48:37Z (GMT). No. of bitstreams: 1 arquivototal1.pdf: 1798793 bytes, checksum: a622918fa2dff41a673786c6c71acfcb (MD5) Previous issue date: 2011-02-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this study, the research model based on the technology acceptance model (TAM) (DAVIS et al., 1989) and innovation diffusion theory (IDT) (ROGERS, 2003) was used to analyze the relation between the characteristics of innovation and teacher s behavior in the process of adoption and use of Moodle in the undergraduate courses at distance. Survey was applied with 162 teachers at distance of Universidade Federal da Paraíba Virtual, issue focusing on the perceived characteristics of innovation, attitude and intention about the use of Moodle. Multivariate statistical techniques were performed: 1) content-vality to analyze the complete structure of scale for relevance and representativeness of items and to verify which items refer to construct in question; 2) exploratory factory analysis to know the structure of interrelationship of the original variables of IDT; 3) confirmatory factor analysis to guarantee conceptual validity for the pattern observed; 4) coefficient alpha to verify the homogeneity of set of items; 5) ANOVA to verify the likely differences between the groups of respondents; and 6) multiple regression analysis to analyze the relation between constructs. Results showed that not all factors of IDT had effect on attitude and intention. Only three constructs had significant effect on attitude and/or intention: relative advantage+compatibility for work style (β = 0,792), visibility (β = 0,166) and result demonstrability (β = 0,152). Moreover, teachers had a positive attitude in relation to use of Moodle and a positive intention in relation to use in the future. It was not possible to confirm all the relation of TAM, probably this verification was been compromised for some problems in the measurement process, thus, the only unsupported relationship of TAM was the effect of complexity on attitude. An academic contribution was that although some constructs of IDT did not show effect on the constructs of TAM, the model provided evidence of appropriated application of constructs of TAM with IDT to measure attitude and intention of use of Moodle. A management contribution was the understanding and prediction the teacher s behavior in relation to adoption and use process of Moodle, being possible to verify the effectiveness of innovative project of distance learning in the UFPB Virtual. / Nesse estudo, o modelo de pesquisa baseado no modelo de aceitação da tecnologia (Technology Acceptance Model - TAM) (DAVIS et al., 1989) e na teoria da difusão da inovação (Innovation Diffusion Theory - IDT) (ROGERS, 2003) foi usado para analisar a relação entre as características de inovação e o comportamento dos docentes no processo de adoção e de uso do Moodle em cursos de graduação a distância. Foi utilizada uma estratégia de levantamento (survey) aplicado a 162 docentes a distância da Universidade Federal da Paraíba Virtual, focando questão sobre as características percebidas de inovação, atitude e intenção em torno do uso do Moodle. Foram realizadas técnicas estatísticas multivariadas: 1) validação de translação para analisar a estrutura completa das escalas em relação à pertinência e representatividade dos itens e a verificação de que os itens propostos remetem ao construto em questão; 2) análise fatorial exploratória para conhecer a estrutura das inter-relações das variáveis originais da IDT; 3) análise fatorial confirmatória para garantir a validade conceitual para os padrões observados; 4) alpha de Cronbach para verificar a homogeneidade do conjunto de itens das escalas; 5) ANOVA para verificar as possíveis diferenças entre os grupos de respondentes; e 6) análise de regressão múltipla para analisar a relação entre os construtos. Os resultados revelaram que nem todos os fatores da IDT tiveram efeito sobre atitude e intenção. Apenas três construtos apresentaram efeito significativo sobre a atitude e/ou intenção: avanço relativo+compatibilidade por estilo de trabalho (β = 0,792), visibilidade (β = 0,166) e demonstrabilidade de resultado (β = 0,152). Além disso, os docentes tiveram uma atitude positiva em relação ao uso do Moodle bem como uma intenção positiva em relação ao seu uso futuro. Não foi possível confirmar todos os relacionamentos do TAM, provavelmente essa verificação foi comprometida por alguns problemas no processo de mensuração das escalas, sendo assim, o único relacionamento do TAM não suportado foi o efeito de complexidade sobre atitude. Uma contribuição acadêmica foi que apesar de alguns construtos da IDT não terem apresentado efeito sobre os construtos do TAM, o modelo forneceu evidência de aplicação apropriada dos construtos do TAM com os da IDT para medir a atitude e intenção de uso do Moodle. Uma contribuição gerencial foi a compreensão e previsão do comportamento dos docentes EaD em relação ao processo de adoção e uso do Moodle, possibilitando verificar a efetividade do projeto inovador de EaD na UFPB Virtual.

Made available in DSpace on 2014-12-17T14:53:13Z (GMT). No. of bitstreams: 1 BelchiorOR.pdf: 1696414 bytes, checksum: 5786f663eb3492765f7fd96b27c3309f (MD5) Previous issue date: 2006-05-19 / The last decade, characterized by the vertiginous growth of the computers worldwide net, brought radical changes in the use of the information and communication. Internet s use at business world has been largely studied; however, few are the researches about the academic use of this technology, mainly if we take into consideration institutions of technologic education. In this context, this research made an analysis of internet s use in a technologic education institution in Brazil, analyzing, in particular, the Centro Federal de Educa??o Tecnol?gica do Rio Grande do Norte CEFET/RN for that standard use of this Information Technology (IT) tools and, at the same time, studying the determinant factors of this use. To reach the considered objectives, a survey research was effected, be given data collected daily through the research s questionnaire application to 150 teachers who answered a set of closed and scaled questions. The quantitative data were qualitatively analyzed, arriving a some significant results related to the standard use and the factors that influenced in the use of these Internet technologies, like: the age scale, the exposition s to the computer level, the area of academic graduation, the area of knowledge where acts and the title, exert significant influence in the academic use of Internet between the professors / A ?ltima d?cada, caracterizada pelo crescimento vertiginoso da rede mundial de computadores, trouxe mudan?as radicais no uso da informa??o e da comunica??o. O uso da Internet no mundo dos neg?cios tem sido largamente estudado, no entanto s?o poucas as pesquisas sobre o uso acad?mico dessa tecnologia, principalmente se levarmos em considera??o institui??es de educa??o tecnol?gica. Neste contexto, esta pesquisa fez uma an?lise do uso da Internet numa institui??o de ensino tecnol?gico no Brasil, analisando, em particular, o Centro Federal de Educa??o Tecnol?gica do Rio Grande do Norte CEFET/RN quanto ao padr?o de uso das ferramentas dessa Tecnologia da Informa??o (TI) e, ao mesmo tempo, estudando os fatores determinantes desse uso. Para tanto, foram coletados dados junto ao corpo docente das seis ger?ncias educacionais que comp?em a Unidade Sede da Institui??o. Para atingir os objetivos propostos, efetuou-se uma pesquisa survey, sendo os dados coletados diretamente atrav?s da aplica??o do question?rio da pesquisa a 150 professores que responderam a um conjunto de quest?es fechadas e escalares. Os dados quantitativos foram analisados qualitativamente, chegando-se a alguns resultados significativos com rela??o ao padr?o de uso e aos fatores que influenciam no uso dessas tecnologias Internet, tais como: a faixa et?ria, o n?vel de exposi??o ao computador, a ?rea de forma??o acad?mica, a ?rea de conhecimento na qual atua e a titula??o, exercem influ?ncia significativa no uso acad?mico da Internet entre os docentes

The growing popularity of the internet and its activities have opened a wide range of business opportunities especially in terms of e-business. Though, reports show that the adoption rate of e-commerce in developed countries seem to be striving, a lot of developing countries still struggle with slow e-commerce adoption rate. Democratic Republic of Congo (DRC) is one these countries where e-commerce adoption is still in its infant stages. However, because of the recent infrastructure improvements and the growth in telecommunication services in the country, internet penetration, more specifically, mobile Internet penetration is growing at a significantly fast pace. This could mean opportunities for e-business services in DRC. The objective of this research is to investigate the factors that could influence online shopping adoption in DRC. This investigation was carried out by adapting an extended version of the Technology Acceptance Model (TAM). A quantitative approach was used in the collection of data and the data was edited and analyzed using the programming language, R. Also, the analytical techniques used in conducting this research include: Descriptive Statistical Methods (Cross tabulation, frequencies) and inferential Statistical Methods (Logistic Regression, ANOVA and Chi square tests). The results from this research show that contrary to the conceptualized model in the literature review where the main constructs included: Perceived Ease of Use(PEOU), Perceived Usefulness(PU) and Perceived Trust(PT), it appears that Perceived Ease of Use(PEOU) does not have any significance in a user’s intention to shop online(p>0.01). However, this research found that Perceived Usefulness and Perceived Trust have a strong statistical significance to a user’s intention to shop online. Furthermore, we found that Gender, Income and Age do not have any moderating influence on the relationship between a user’s perception and their intention to shop online in DRC. However, when the relationship between VI perception and intention to shop online is moderated by experience, we find that there is a variation between users with prior online shopping experience and those without. While these research findings make for remarkable recommendations on a user’s intention to shop online, we recommend that further research on actual usage of e-commerce be examined in DRC to get a better understanding of consumer online behaviors.

Purpose – It is argued that traditional audit methods are becoming outdated in terms of delivering sufficient assurance on business objectives, whereby, a paradigm shift towards continuous auditing (CA) is proposed and perceived as necessary both by academia, standard-setting groups, and business society. However, the practical prevalence of CA is insignificant in relation to the expectations depicted. Therefore, the purpose of this paper is to examine why this is the case by means of investigating what factors that motivate an adoption of CA amongst various internal audit functions (IAFs). Design/methodology/approach – The study draws on the Technology Acceptance Model (TAM), and data are obtained through semi-structured interviews capturing internal auditors’ attitude towards CA, and what factors that influence an adoption. Findings – There is a shattered view on CA amongst IAFs, where the proponents embrace it as a set of value-adding methodologies whilst the opponents argue that it falls outside their responsibility and threaten the independence of the function. Thus, why CA has not been leveraged to its full potential is, in contrast to previous research, not solely attributable to practical factors but also due to the IAFs’ vast differences in approach to CA as a concept. Practical implications – The study has brought attention to the distinguished disparity found in internal auditors’ attitude towards CA. Ultimately, doubts, whether CA should be leveraged by IAFs has come to light. These are hurdles that need to be considered, both by academia, standard-setting groups, and business society if the leap for CA ought to continue. Originality/value – The use of semi-structured interviews contributes to in-depth understandings and insights of the internal auditors’ attitudes towards CA. Moreover, such an approach is more likely to capture the stance towards CA in greater detail than that possible of previous large-scale surveys.

Groupware packages are increasingly being used to support content delivery, class discussion, student to student and student to faculty interactions and group work on projects. This research focused on groupware packages that are used to support students who are located in different places, but who are assigned group projects as part of their coursework requirements. In many cases, students are being asked to use unfamiliar technologies that are very different from those that support personal productivity. For example, computer-assisted cooperative work (CSCW) technology is different from other more traditional, stand-alone software applications because it requires the user to interact with the computer as well as other users. However, familiarity with the technology is not the only requirement for successful completion of a group assigned project. For a group to be successful, it must also have a desire to work together on the project. If this pre-requisite is not present within the group, then the technology will only create additional communication and coordination barriers. How much of an impact does each of these factors have on the acceptance of CSCW technology? The significance of this study is threefold. First, this research contributed to how a user's predisposition toward group work affects their acceptance of CSCW technology. Second, it helped identify ways to overcome some of the obstacles associated with group work and the use of CSCW technology in an academic online environment. Finally, it helped identify early adopters of CSCW software and how these users can form the critical mass required to diffuse the technology. This dissertation reports the impact of predisposition toward group work and prior computer experience on the intention to use synchronous CSCW. It was found that predisposition toward group work was not only positively associated to perceived usefulness; it was also related to intention to use. It also found that perceived ease of use, at least in this study, had a direct and positive impact on intention, and was not mediated through perceived usefulness. These findings hold implications for academia and how it uses complex collaborative software. Avenues for further research are identified.

The purpose of this study is to determine whether the style of a user interface (i.e., its look and feel) has an effect on the usability of a synchronous computer supported cooperative work (CSCW) environment for delivering Internet-based collaborative content. The problem motivating this study is that people who are located in different places need to be able to communicate with one another. One way to do this is by using complex computer tools that allow users to share information, documents, programs, etc. As an increasing number of business organizations require workers to use these types of complex communication tools, it is important to determine how users regard these types of tools and whether they are perceived to be useful. If a tool, or interface, is not perceived to be useful then it is often not used, or used ineffectively. As organizations strive to improve communication with and among users by providing more Internet-based collaborative environments, the users' experience in this form of delivery may be tied to a style of user interface look and feel that could negatively affect their overall acceptance and satisfaction of the collaborative environment. The significance of this study is that it applies the technology acceptance model (TAM) as a tool for evaluating style of user interface look and feel in a collaborative environment, and attempts to predict which factors of that model, perceived ease of use and/or perceived usefulness, could lead to better acceptance of collaborative tools within an organization.

[ES] A las universidades actuales no se les demanda solamente que actúen como centros de enseñanza e investigación, sino que contribuyan al desarrollo económico y social de los territorios en los que están implantadas. Una de las maneras en las que las universidades pueden contribuir a este desarrollo es mediante la transferencia de conocimiento de investigación aplicada que contribuya a la generación de riqueza y puestos de trabajo. Otra es incrementar la empleabilidad de sus egresados facilitando su incorporación al sistema productivo. En este sentido, la universidad puede jugar un papel relevante facilitando una formación que potencie y desarrolle el sentido de la iniciativa y el emprendimiento de sus estudiantes, considerado una de las habilidades fundamentales demandadas en el siglo XXI. Asimismo, la formación en el espíritu emprendedor de los estudiantes pasa por el uso de metodologías docentes que sean innovadoras y motivadoras y, por lo tanto, capaces de hacer frente a los retos a los que se enfrenta la educación superior actual. En este sentido, en los últimos años, se ha señalado la capacidad de la gamificación como herramienta de instrucción altamente motivadora y eficaz. Los estudios actuales señalan asimismo las posibilidades del uso de la gamificación para desarrollar la competencia emprendedora entre los estudiantes universitarios. No obstante, el profesorado es un elemento clave en la implantación de las metodologías y aproximaciones pedagógicas empleadas en el aula. Por este motivo, el objetivo principal de esta tesis es analizar las actitudes e intención de uso de la gamificación, por parte del profesorado universitario, como metodología docente dirigida a desarrollar la competencia emprendedora de los estudiantes universitarios. Con este objetivo se plantea un diseño exploratorio de corte cuantitativo orientado a conocer la actitud e intención de uso del profesorado universitario hacia la gamificación como metodología docente con la que desarrollar la competencia emprendedora de los estudiantes universitarios. Para alcanzar este objetivo se desarrolla, y valida, un modelo predictivo que incluye tanto variables personales (edad, género,) como moduladoras (clima laboral) explicativas de la actitud e intención de uso del profesorado universitario. Los resultados sugieren que la actitud frente al uso resulta explicada fundamentalmente por la utilidad percibida, y en menor medida por el clima laboral, la edad y el género. Por otro lado, la intención de uso se explica básicamente por la utilidad percibida y la edad, y en menor grado por la actitud, el clima laboral y el género. / [CA] En els últims anys, a les universitats no se'ls demanda únicament que actuen com a centres d'ensenyament i investigació, sinó que contribuïsquen al desenvolupament econòmic i social dels territoris en els quals estan implantades. Una de les maneres en les quals les universitats poden contribuir a aquest desenvolupament és mitjançant la transferència de coneixement d'investigació aplicada, que contribuïsca a la generació de riquesa i llocs de treball. Una altra és incrementar l'ocupabilitat dels seus egressats, facilitant la seua incorporació al sistema productiu. En aquest sentit, la universitat pot jugar un paper rellevant facilitant una formació que potencie i desenvolupe el sentit de la iniciativa i l'emprenedoria dels seus estudiants, considerat una de les habilitats fonamentals demandades en el segle XXI. Així mateix, la formació en l'esperit emprenedor dels estudiants passa per l'ús de metodologies docents que siguen innovadores i motivadores i, per tant, capaces de fer front als reptes als quals s'enfronta l'educació superior actual. En aquest sentit, en els últims anys, s'ha assenyalat la capacitat de la gamificació com a eina d'instrucció altament motivadora i eficaç. Els estudis actuals assenyalen així mateix les possibilitats de l'ús de la gamificació per a desenvolupar la competència emprenedora entre els estudiants universitaris. No obstant això, el professorat és un element clau en la implantació de les metodologies i aproximacions pedagògiques emprades a l'aula. Per aquest motiu, l'objectiu principal d'aquesta tesi és analitzar les actituds i intenció d'ús de la gamificació, per part del professorat universitari, com a metodologia docent dirigida a desenvolupar la competència emprenedora dels estudiants universitaris. Amb aquest objectiu es planteja un disseny exploratori de tall quantitatiu orientat a conéixer l'actitud i intenció d'ús del professorat universitari cap a la ludificació com a metodologia docent amb la qual desenvolupar la competència emprenedora dels estudiants universitaris. Amb aquest objectiu es desenvolupa, i valguda, un model predictiu que inclou tant variables personals (edat, gènere,) com a moduladores (clima laboral) explicatives de l'actitud i intenció d'ús del professorat universitari. Els resultats suggereixen que l'actitud enfront de l'ús resulta explicada fonamentalment per la utilitat percebuda, i en menor mesura pel clima laboral, l'edat i el gènere. D'altra banda, la intenció d'ús s'explica bàsicament per la utilitat percebuda i l'edat, i en menor grau per l'actitud, el clima laboral i el gènere. / [EN] In recent years, universities are not only required to perform as teaching and research centers, but also to be part of the economic and social development of the territories in which they are located. To do so, universities can contribute in many ways, like transfering applied research knowledge that helps in the generation of wealth and jobs or by increasing the employability of their graduates by facilitating their incorporation into the productive system. In this sense, the university as an institution can play a relevant role by providing training that enhances and develops the sense of initiative and entrepreneurship of its students, considered one of the fundamental skills demanded in the 21st century. Likewise, training students in entrepreneurship requires the use of teaching methodologies that are both innovative and motivating and, therefore, capable of meeting the challenges faced by today's higher education. In this sense, in recent years, the capacity of gamification as a highly motivating and effective instructional tool has been pointed out. Current studies also focus on the possibilities of using gamification to develop entrepreneurial competence among university students. Taking this into account and considering that teachers are still a key element in the implementation of the methodologies and pedagogical approaches used in the classroom, the main objective of this thesis is to analyze the attitudes and intention to use gamification, by university teachers, as a teaching methodology aimed at developing the entrepreneurial competence of university students. With this objective, an exploratory design of quantitative cut is proposed, oriented to know the attitude and intention of use of university professors towards gamification as a teaching methodology, to develop the entrepreneurial competence of university students. Having this objective in mind, a predictive model is developed -and validated- that includes both personal variables (age, gender) and modulating variables (work environment) that explain the attitude and intention of university professors towards the use of gamification as a teaching methodology to develop the entrepreneurial competence of university students. The results suggest that attitude towards the use of gamification is explained mainly by perceived usefulness, and to a lesser extent by work environment, age and gender. On the other hand, intention to use is basically explained by perceived usefulness and age, and to a lesser extent by attitude, work environment and gender. / Seguí Mas, DM. (2021). El uso de la gamificación en la enseñanza del emprendimiento: actitud e intención de uso por parte del profesorado universitario [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/172236 / TESIS

Internet voting (i-voting) has been researched since countries started trialing it two decades ago. Although several countries have abandoned their trials, some implemented i-voting in national elections. I-voting research discusses successful implementations of i-voting in countries such as Estonia, Switzerland, and Canada, which has generated many different factors for successful adoption. However, no systematic literature review (SLR) on i-voting adoption factors has been identified. The problem that this thesis addresses is the lack of a comprehensive overview on reasons why an individual decides to adopt an i-voting solution. Thus, the purpose of this thesis is “to identify i-voting adoption factors on the individual level”. This study aims to answer the following research question: “How can TAM be adapted to explain an individual’s intention to adopt i-voting?” A semi systematic literature review of 117 articles is used that contains articles spanning two decades of i-voting research. The scope is narrowed down to adoption factors on the individual level and include the non-technical factors: “Voter experiences and perceptions”, “Trust”, and “Education”, and the technical factors: “User experience”, and “Performance”. The technology acceptance model (TAM) is used to explain how the factors relate to Perceived Ease of Use (PEOU) and Perceived Usability (PU) within TAM. A suggestion of an extended model is also made that includes other factors which were identified to explain individual adoption. Thus, the conclusion of this thesis is that TAM can in part explain an individual’s intention to adopt i-voting, but that it should be adapted to include the following additional factors: “Trust”, “Demographics”, “Education”, and “Voter experiences and perceptions”. Recommendations for future research on i-voting, limitations, and ethical and societal consequences are also discussed.

Self-service technologies (SSTs) have grown rapidly and aim to help customers self-serve. Self-service can be facilitated through help centers, which offers information and support. As the demand for on-going support continues to rise, it is important with continuous research of how to assist help centers to match the affordances of current technology to customers’ needs while providing a good User Experience (UX). Therefore, this study investigates how UX design can be used to improve help centers as a tool for self-service for different stakeholders. This study was in collaboration with Nasdaq, where the users’ needs, expectations and concerns when looking for help to use Nasdaq’s products were identified. In an evaluation, the main features of help center’s that influenced users experience and encouraged their use of the technology were measured by a theoretical lens of a revised version of a Technology Acceptance Model (TAM). The results of this study declare that the major significance in establishing a successful help center lies in ensuring easy accessibility to information through a search function and a well-organized side navigation. Additionally, incorporating a training and getting started page with a combination of videos and text are crucial for advanced products. / Självbetjäningsteknologier (SST) har vuxit snabbt och syftar till att assistera kunder att hjälpa sig själv. Självbetjäning kan underlättas genom ett hjälpcenter, vilket erbjuder information och support. Eftersom efterfrågan på ständig support fortsätter att öka är det viktigt med kontinuerlig forskning om hur man kan skapa hjälpcenter som matchar den nuvarande teknikens möjligheter till kundernas behov samtidigt som man tillhandahåller en bra användarupplevelse (UX). Därför undersöker denna studie hur UX design kan användas för att förbättra hjälpcenter som ett verktyg för självbetjäning för olika intressenter. Denna studie gjordes i samarbete med Nasdaq, där användarnas behov, förväntningar och oro när de söker efter hjälp att använda Nasdaqs produkter identifierades. I en utvärdering mättes huvudfunktionerna i ett hjälpcenter som påverkade användarnas upplevelse och uppmuntrade deras användning av tekniken genom en teoretisk lins bestående av en reviderad version av Technology Acceptance Model (TAM). Resultaten av denna studie visar att det viktigaste för att etablera ett framgångsrikt hjälpcenter ligger i att säkerställa lättillgänglighet till information genom en sökfunktion och en välorganiserad sidnavigering. Dessutom är det avgörande för avancerade produkter att införa en tränings- och komma igång-sida med en kombination av videor och text.