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A respectable amount of work dealing with Technology Acceptance Model (TAM) clearly indicates a popularity of TAM in the field of technology acceptance in general. Nevertheless, there is still a gap in existing knowledge regarding representative academic literature that underlie research on TAM in educational context. The main objective of this systematic literature review is to provide an overview of the current state of research efforts on TAM application in the field of learning and teaching for a variety of learning domains, learning technologies and types of users. Through systematic search by the use of EBSCO Discovery Service, the review has identified 71 relevant studies ranged between 2003 and 2018. The main findings indicate that TAM and its many different versions represent a credible model for facilitating assessment of diverse learning technologies. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors affecting acceptance of learning with technology. The paper identifies some gaps in current work and suggests areas for further investigation. The results of this systematic review provide a better understanding of TAM acceptance studies in educational context and create a firm foundation for advancing knowledge in the field. Practitioner NotesWhat is already known about this topic Technology acceptance research in teaching and learning context has become an attractive trend. A number of reviews and meta‐analysis focused on specific topics related to technology acceptance in education have been conducted. The Technology Acceptance Model (TAM) is the key model in understanding predictors of human behaviour towards potential acceptance or rejection of the technology. What this paper adds The state of current research on Technology Acceptance Model application in educational context lacks comprehensive reviews addressing variety of learning domains, learning technologies and types of users. The paper presents systematic review of relevant academic literature on Technology Acceptance Model (TAM) in the field of learning and teaching. The paper provides empirical evidence on the predictive validity of the models based on TAM presented in selected literature. The findings revealed that TAM, along with its many different versions called TAM++, is a leading scientific paradigm and credible model for facilitating assessment of diverse technological deployments in educational context. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors that have affected acceptance of learning with technology. Implications for practice and/or policy The systematic review adds to the body of knowledge and creates a firm foundation for advancing knowledge in the field. By following the most common research objectives and/or by filling current gaps in applied research methods, chosen sample groups and types of result analysis, an own study could be conducted. Future research may well focus on identifying additional external factors that could further explain acceptance and usage of various learning technologies.

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Although virtual reality became popular technology whose application is recognized in various domains, the field generally still lacks a widespread culture of usability. This is also evident when considering environments intended for learning, specifically virtual learning environments (VLEs). According to our findings, it is clear that there is a growing need for systematic evaluation approach to help with the design and development of usable learner-centered VLE solutions. After comprehensive introductory background and state of the art in the field, this article provides an insight into Scenario-based Group Usability Testing (ScerGUT), a mixed methods approach to the evaluation of three-dimensional VLEs which integrates several different methods of usability testing with measurements of educational value. While the majority of the existing work has made use of usually one single usability assessment technique, ScerGUT employs a number of methods putting in focus users and user testing. To examine efficiency and applicability of the approach, empirical validation is conducted as a case study of particular VLE. The contribution of the article is twofold: (a) ScerGUT as a mixed methods approach to the evaluation of VLEs, which brings new scientific value and could help other researchers and (b) ScerGUT’s application to a particular VLE, which brings quantitative and qualitative results, thus providing an insight into ease of use and educational value of specific VLE.

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