Review of relationships among variables in TAM

Li, Yuanquan; Qi, Jiayin; Hu, Shu

doi:10.1016/s1007-0214(08)70044-0

Cited by 69 publications

(41 citation statements)

References 36 publications

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“…However, the main reason of less importance of PEOU was due to the reason that mobile phones especially the 3Gs or smart phones had become accessible for everyone and that was why perceived EOU component did not have an impact on intentions. In contrast to previous studies [55], [56], perceived ease of use had no significant effect on m-learning attitude. This was also noticed through the mean value provided in Table III International Journal of Information and Education Technology, Vol.…”

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confidence: 99%

An Experimental Study on Task-Based Interaction in Improving College Students‘ English Speaking Ability

Bin¹,

Zhang²

2015

IJIET

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Abstract-Seventy-five students had been selected randomly from an institution of higher learning to predict their behavioral intentions towards using the m-learning. The study uses standard instrument to capture students' responses on the three basic constructs of technology acceptance model (TAM) that includes perceived usefulness (PU), perceived ease of use (PEOU) and attitude. Then data were analyzed through Smart-PLS in order to find out if PU remains the significant determinant of the attitude that in turn predicts the behavioral intention of using the m-learning technology. This model has moderate explanatory power with 38% of the variance in behavioral intention is from the attitude of the students. Based upon the conclusion, some pedagogical recommendations have been made for the relevant authorities. Index Terms-M-learning, technology acceptance model (TAM) students, technical university and Brunei Darussalam. I. INTRODUCTIONThe ubiquitous computing has now entered into the next generation from "e" (electronic) to "m" (mobile) world. This revolution in the telecommunications started with the advent of 3G of mobile telephone, then on 4G technologies that have resulted in reshaping the use of mobile phones, from making calls and sending and receiving short message (SMS) and multimedia message (MMS) to more versatile and multi-tasking instruments. Thus leads the users towards knowledge driven society. In education sector (teaching/learning) of e-learning applications and developments, the mobile phones users started enjoying the benefits through m-learning. M-learning is considered as the next generation of e-learning using mobile technologies as to facilitate educations towards teaching and learning purposes anywhere and anytime [1]. The increase of mobile phone subscribers especially in the developing world is due to the varieties of the mobile services offered by the service providers at a lower cost so the dependency of the mobile phone users have also increased. According to the latest statistics, Brunei is reported as the country with highest percent of mobile phone penetration of 115% with no of subscribers (449, 260) ile%21).With the broader users' base the use of the mobile phones has also been spread to the academic institutions. Mobile technology offers a new venue of learning for people of all ages, from anywhere and at lllanytime with tremendous benefits of flexibility, low cost, eases of use, learning support and reliable learning situations. A. Mobile-Learning in Higher EducationMobile devices are found to be much more affordable than desktop computers and therefore represent a less expensive access to the Internet (even if the cost of connection is higher) [2]. The advent of tablets (ipads) can now access mobile internet with much more functionality than desk top computers. Increasing use of mobile devices in education enhanced by having advances in mobile technology was studied [3] and [4]. Ref.[5] reported of a research that stated nine different activities students perform in higher ed...

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confidence: 99%

An Experimental Study on Task-Based Interaction in Improving College Students‘ English Speaking Ability

Bin¹,

Zhang²

2015

IJIET

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“…Ong, Lai, and Wang (2004) and Liaw (2008) pointed out that perceived ease of use influences the learner's behavioural intention to use an online learning system. Li, Qi, and Shu (2008) found perceived ease of use significantly predicted perceived usefulness and behavioural intention. According to Schillewaert, Ahearne, Frambach, and Moenaert (2005), and Wu and Chen (2017), perceived usefulness is a significant mediator of the effects of perceived ease of use influence on behavioural intention.…”

Section: Moocs (Massive Open Online Courses)mentioning

confidence: 92%

Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB

Yang¹,

2017

IRRODL

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Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are placed online. Therefore, this study probes learner willingness to participate in a practice-oriented course distributed through a MOOC platform, investigating relationships among perceptions, behavioural intentions, and actual behaviour.The current research framework integrates the Technology Acceptance Model and the Theory of Planned Behavior as its core theoretical basis. Empirical data were collected through a cross-section survey. All participants were students of 2D Animation Production, with a total of 272 respondents. The questionnaire data

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“…Further, perceived usefulness is influenced by perceived ease of use. The key constructs of TAM have been tested, refined and extended in various contexts since the original publication (Li et al, 2008;Legris et al, 2003), which has resulted in a robust adoption model in particular for utilitarian systems. This research is based on an extended TAM.…”

Section: Technology Acceptance Model (Tam)mentioning

confidence: 99%

Factors Influencing Mobile-Learning Adoption Intention: An Empirical Investigation in High Education

Khanh

Gim

2014

Journal of Social Sciences

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This study investigates the use of mobile phones and tablets for learning purposes among university students in Vietnam. For this purpose, the research is based on relevant technology acceptance literature and the Technology Acceptance Model (TAM) is proposed to analyze the adoption of mobile devices and smart phones by Vietnam students for accessing course materials, searching the web for information related to their discipline, sharing knowledge, conducting assignments etc. Employing structural equation modeling (SEM) technology, the model was assessed based on the data collected from 301 participants using a survey questionnaire. These results validate the power of TAM constructs and its appropriateness for predicting acceptance of mobile learning. Usefulness had the highest path coefficients and was a strong predictor of behavioral intention and attitude to use and thus actual use. The proposed TAM model also can improve the understanding of students' motivation by suggesting what external factors are the most important in enhancing students acceptance of mobile learning.

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Review of relationships among variables in TAM

Cited by 69 publications

References 36 publications

An Experimental Study on Task-Based Interaction in Improving College Students‘ English Speaking Ability

An Experimental Study on Task-Based Interaction in Improving College Students‘ English Speaking Ability

Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB

Factors Influencing Mobile-Learning Adoption Intention: An Empirical Investigation in High Education

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