Exploring E-Learning Systems' Usability through the Modified Technology Acceptance Model: An Empirical Study at Albaha University Students in Saudi Arabia
DOI:
https://doi.org/10.22399/ijcesen.3537Keywords:
TAM, behavioural intention, actual adoption, e-learning, anxiety, enjoymentAbstract
In Saudi Arabia, the acceptance of e-learning is rapidly increasing, especially since its benefits were recognised during the COVID-19 pandemic, and hence, has continued since then. Although some research has been carried out on the mechanisms of e-learning acceptance using models such as the Technology Acceptance Model (TAM), however, this research aimed to evaluate the applicability of a modified TAM to Behavioural Intentions (BI) and the actual adoption of e-learning by computing and information technology students at Albaha university in Saudi Arabia. One hundred students were recruited for this study and conducted an online survey using items related to demographics and the items of the modified TAM. The responses were analysed for demographics and descriptive statistics, correlations and regression. The study showed a high correlation (r=.591) between the intention and actual adoption of e-learning by the surveyed students. Intention was significantly related to all variables (r values: .311 to .737) except perceived anxiety. The relationship between perceived anxiety and BI was non-significant (-r=.195). Actual adoption of e-learning was positively related to all variables except perceived anxiety (r values: .317 to .591). Perceived anxiety was negatively related (r=-.234, p=.05) to actual adoption of e-learning. Other significant negative relationships were between anxiety with peer influence and between anxiety with effort expectancy. Non-significant relationships were obtained for anxiety with enjoyment, effort expectancy, facilitating conditions and perceived usefulness. Perceived usefulness, facilitating conditions and adoption explained 60.5% of the variation in the intention to use e-learning. These three variables accounted about 95% of the variation in intention, with their effects decreasing in the order of perceived usefulness, adoption of e-learning and facilitating conditions.
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