Predicting the Secondary School Students' Intention to Use E-Learning Technologies

Autor/in	Bahçekapili, Ekrem
Titel	Predicting the Secondary School Students' Intention to Use E-Learning Technologies
Quelle	In: Research in Learning Technology, 31 (2023), (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
Schlagwörter	Foreign Countries; Elementary School Students; Secondary School Students; Technology Uses in Education; Electronic Learning; Student Attitudes; Computer Attitudes; Intention; Usability; Turkey + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Türkei
Abstract	Technology acceptance studies are interesting because they are practical and theoretically helpful in explaining the adoption and intention to use a particular technology. There is a large amount of research on e-learning and other technologies in the literature, but there is limited evidence to explain why secondary school students' intention to use e-learning. This study explains secondary school students' intentions to use e-learning with an extended Technology Acceptance Model (TAM). TAM is a useful theory to explain how people adopt new technologies in different fields. Data were collected from 2739 secondary school students in Turkey (M[subscript]age = 11.95). Confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to test the conceptual model. The results are consistent with the original TAM model. The most critical variable affecting secondary school students' intention to use e-learning technologies is enjoyment. The results show that there may be differences in the intention to use e-learning technologies for secondary school students in different cultures and contexts. (As Provided).
Anmerkungen	Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01