An extension of the technology acceptance model for online learning environments
An extension of the technology acceptance model for online learning environments
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DOI：
10.1080/10494820.2017.1421560
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发表时间：
2018-01-01
影响因子：
5.4
通讯作者：
Alegret, Alejandro
中科院分区：
文献类型：
--
作者：
Esteban-Millat, Irene;Martinez-Lopez, Francisco J.;Alegret, Alejandro
这项研究增进了对学生接受和使用电子学习环境过程的理解。这是研究学生在线行为的一个关键方面，因为它直接影响他们作为学习产品用户的行为。为了解决缺乏采用此类学习环境的经验数据的问题，我们提出并验证了这种现象的模型。该研究考虑了技术接受模型（TAM）中包含的功利性方面以及个人内在动机（流动）的一个方面，以增强所提出模型的解释力。基于 2,574 名学生的样本，使用结构方程模型来测试该模型。我们确定了流程对感知易用性、感知有用性以及电子学习环境实际使用的影响，证明了该因素作为 TAM 组成部分补充的重要性。
This study advances the understanding of the process by which students accept and use e-learning environments. This is a key aspect in studying the online behaviour of students, as it directly influences their conduct in their capacity as users of learning products. To address the lack of empirical data on the adoption of this type of learning environment, we present and validate a model of the phenomenon. The study considers the utilitarian aspects included in the technology acceptance model (TAM) and also an aspect of intrinsic motivation for an individual, flow, to enhancing the explanatory power of the models presented.Based on a sample of 2,574 students, structural equation modelling is used to test the model. We identify the effect of flow on perceived ease of use, perceived usefulness and on the actual usage of the e-learning environment, demonstrating the importance of this factor as a complement to the components of the TAM.