Cited by

• 2021Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between Eastern and Western Chinese universities212 cited
• 2021Learning management systems and technology acceptance models: A systematic review169 cited
• 2020Understanding university students’ behavioral intention to use Edmodo through the lens of an extended technology acceptance model127 cited
• 2021The Role of Privacy Cynicism in Consumer Habits with Voice Assistants: A Technology Acceptance Model Perspective105 cited
• 2023GPT revolution and digital entrepreneurial intentions71 cited
• 2021Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT265 cited
• 2023Challenges and perceptions of e-learning for educational sustainability in the “new normality era”64 cited
• 2024Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms62 cited
• 2021The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment61 cited
• 2023Determining Ergonomic Appraisal Factors Affecting the Learning Motivation and Academic Performance of Students during Online Classes58 cited
• 2022The role of universities' sustainability, teachers' wellbeing, and attitudes toward e-learning during COVID-1957 cited
• 2022Explaining faculty members’ behavioral intention to use learning management systems56 cited
• 2023A case study to examine undergraduate students’ intention to use internet of things (IoT) services in the smart classroom53 cited
• 2019Editorial to the special section—Technology acceptance models: What we know and what we (still) do not know51 cited
• 2023The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course48 cited
• 2024Gamification in workforce training: Improving employees’ self-efficacy and information security and data protection behaviours42 cited