The extended technology acceptance model for Web 2.0 technologies in teaching

Abstract

Web 2.0-based learning enables collaborative learning and knowledge sharing and makes an important contribution to student learning. This study extended the original Technology Acceptance Model (TAM) by considering the effects of tool literacy, metacognitive self-regulation, subjective norm, facilitating conditions, and institutional support to understand pre-service teachers' intentions to use Web 2.0 technology in their courses. The sample data of 318 responses were from pre-service teachers. Structural equation modeling results showed a good fit for the extended model, indicating that metacognitive self-regulation and subjective norm had a significant influence on perceived ease of use and perceived usefulness, while institutional support and enabling conditions were not significantly associated with them. In addition, perceived ease of use and perceived usefulness influenced attitude, which in turn had a significant effect on intention. Furthermore, perceived ease of use, perceived usefulness, and attitude acted as significant mediators of behavioral intention. The indirect effect of perceived ease of use on perceived usefulness and attitude, and the indirect effect of perceived usefulness on attitude were also significant. Overall, the current study helps researchers and practitioners better understand future teachers' intentions to use Web 2.0 technologies in their courses.

Chinese Students’ Continued Intention to Use Liulishuo App to Learn English Speaking Skills in Non-mandatory Environment: A Case in a Chinese University

“…Davis et al [21] assert that the Theory of Reasoned Action (TRA) is employed to define the activities of individuals, whilst the Technology Acceptance Model (TAM) is utilized to predict and elucidate behaviors associated with computers. Hence, the Technology Acceptance Model (TAM) is utilized across diverse contexts and has undergone rigorous scientific validation, including its application in the realm of e-platform learning [22][23][24], mobile-assisted language learning [25][26][27], web 2.0 technologies in teaching and learning [28][29][30].…”

Learning and Promotion of Philippine Dances via Facebook and YouTube. The role of Enjoyment to Actual use and Dance Engagement

“…1.1.1. Acceptance on the use of Social Media Platforms through Technology Acceptance Model (TAM) by Davis (1989) With the advent of this new norm, researchers have been able to offer a wide range of information systems (IS) theories and models to examine the diffusion of innovative technologies, like the most recent models such as the Unified Theory of Acceptance and Use of Technology (UTAUT) (Alvi, 2021) and Extended Unified Theory of Acceptance and Use of Technology (UTAUT2) (Şimşek, & Ateş, 2022). Davis's Technology Acceptance Model (TAM) is one such popular framework.…”

A Bibliometric Review of Studies about the Acceptance of Artificial Intelligence Technologies in Teaching and Learning in Higher Education

“…Perceived usefulness is defined as the degree to which a person believes that the use of the specific technology tool would improve their performance (Chaljub et al, 2022;Jiménez-Martínez, 2021). Perceived ease of use, on the other hand, refers to the degree to which a person believes that the use of the technological tool will be effortless (Pimentel & Ibarra, 2022;Şimşek & Ateş, 2022). The TAM model posits that, if a user finds the technology easy to use, then the technology is perceived as useful (Villalba-Condori et al, 2021).…”