Exploring Students Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model
Date
2019
Journal Title
Journal ISSN
Volume Title
Publisher
IEEE
Abstract
Extending the Technology Acceptance Model (TAM) for studying the e-learning acceptance
is not a new research topic, and it has been tackled by many scholars. However, the development of a
comprehensive TAM that could be able to examine the e-learning acceptance under any circumstances is
regarded to be an essential research direction. To identify the most widely used external factors of the
TAM concerning the e-learning acceptance, a literature review comprising of 120 signi cant published
studies from the last twelve years was conducted. The review analysis indicated that computer self
ef cacy, subjective/social norm, perceived enjoyment, system quality, information quality, content quality,
accessibility, and computer playfulness were the most common external factors of TAM. Accordingly,
the TAMhasbeenextended bythe aforementioned factors to examine the students acceptance of e-learning
in ve different universities in the United Arab of Emirates (UAE). A total of 435 students participated in
the study. The results indicated that system quality, computer self-ef cacy, and computer playfulness have a
signi cant impact on perceived ease of use ofe-learning system. Furthermore, information quality, perceived
enjoyment, and accessibility were found to have a positive in uence on perceived ease of use and perceived
usefulness of e-learning system.
Description
Keywords
E-learning,higher education,TAM,PLS-SEM
Citation
Salloum, S.A. et al. (2019) “Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model,” IEEE Access, 7.