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

被引:52
作者
Hanif, Aamer [1 ,2 ]
Jamal, Faheem Qaisar [1 ]
Imran, Muhammad [3 ]
机构
[1] NUST, Coll E&ME, Dept Engn Management, Rawalpindi 46000, Pakistan
[2] Air Univ, Dept Comp Sci, Islamabad 44000, Pakistan
[3] King Saud Univ, Coll Appl Comp Sci, Riyadh 11692, Saudi Arabia
关键词
e-learning; technology-acceptance model; technology-based learning; digital learners; behavioral intention; COMPUTER SELF-EFFICACY; STUDENTS BEHAVIORAL INTENTION; INFORMATION-TECHNOLOGY; PERCEIVED EASE; ADOPTION; DETERMINANTS; PROFESSIONALS; PERCEPTIONS; PERSPECTIVE; MOTIVATION;
D O I
10.1109/ACCESS.2018.2881384
中图分类号
TP [自动化技术、计算机技术];
学科分类号
0812 ;
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.
引用
收藏
页码:73395 / 73404
页数:10
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