期刊
IEEE ACCESS
卷 6, 期 -, 页码 73395-73404出版社
IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
DOI: 10.1109/ACCESS.2018.2881384
关键词
e-learning; technology-acceptance model; technology-based learning; digital learners; behavioral intention
资金
- Deanship of Scientific Research, King Saud University, through the Research Group [RG-1435-051]
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.
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