Extending the Technology Acceptance Model for Use of e-Learning Systems by Digital Learners

IEEE Access

Muhammad Imran¹  Faheem Qaisar Jamal²  Aamer Hanif² 

[1] College of Applied Computer Science, King Saud University, Riyadh, Saudi Arabia;Department of Engineering Management, College of E&ME, NUST, Rawalpindi, Pakistan;

关键词: e-learning;    technology-acceptance model;    technology-based learning;    digital learners;    behavioral intention;   

DOI  :  10.1109/ACCESS.2018.2881384

来源: DOAJ

【 摘 要 】

Technology-based learning systems enable enhanced student learning in higher-education institutions. This paper evaluates the factors affecting behavioral intention of students toward using e-learning systems in universities to augment classroom learning. Based on the technology acceptance model, this paper proposes six external factors that influence the behavioral intention of students toward use of e-learning. A quantitative approach involving structural equation modeling is adopted, and research data collected from 437 undergraduate students enrolled in three academic programs is used for analysis. Results indicate that subjective norm, perception of external control, system accessibility, enjoyment, and result demonstrability have a significant positive influence on perceived usefulness and on perceived ease of use of the e-learning system. This paper also examines the relevance of some previously used external variables, e.g., self-efficacy, experience, and computer anxiety, for present-world students who have been brought up as digital learners and have higher levels of computer literacy and experience.

【 授权许可】

Unknown