Technology Acceptance Model (TAM) and E-Learning System Use for Education Sustainability

Abstract

In higher education around the world, e-learning is considered a necessary teaching and learning solution. Despite its value and success, there are quite a few questions about how to use it and how powerful it is. Universities are grappling with issues of e-learning use by students and even academic personnel in order to ensure the long-term viability of schooling. This research uses an updated TAM paradigm to look at students' adoption of e-learning in university, which includes seven constructs: computer self-efficacy, subjective norm, perceived enjoyment, perceived usefulness, perceived ease of use, attitude towards use, and behavioral intention to use e-learning system for education sustainability. As a result, the research methodology for this thesis was an expanded variant of the Technology Acceptance Model (TAM), and quantitative data collection and interpretation techniques were used to sample 174 university students who were selected by stratified random sampling. Student responses were sorted into eight research constructs and evaluated using structural equation modeling (SEM) to describe their plans to use an e-learning system for educational sustainability. Computer self-efficacy (CSE), subjective norm (SN), and perceived enjoyment (PE) were found to be major determinants of perceived ease of use (PEU) and perceived usefulness (PU). Students' intentions to use an e-learning system for educational sustainability were influenced by PEU, PU, and attitudes toward use. As a result, the frameworks were effective in demonstrating Saudi university students' plans to use an e-learning system for educational sustainability.

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