Abstract

While much of the literature applying the Technology Acceptance Model (TAM) focuses on the actual adoption of the information communication and technology (ICT) itself, this study differs significantly by focusing on the learning experiences of ICT adoption. The study’s aim is to investigate what factors influence university students’ learning experiences of ICT-based skills. Given the context-dependent nature of the ICT-based course, the TAM was extended and supplemented with components largely relevant to harnessing the students’ learning experiences. The new research model is validated using data collected from 135 higher-education students, pursuing varying majors. The data is analyzed using structural equation modeling. The results suggest that students’ expectations to use ICT-based course skills are determined by perceived usefulness, perceived enjoyment, and attitude towards the course. Perceived enjoyment, in turn, is influenced by attitude towards the course and perceived ease of learning. This study offers several contributions: (i) this is the first study that investigates the learning experiences of ICT adoption and not the actual adoption of the ICT itself; (ii) it presents and evaluates a new conceptual model; and (iii) it extends the TAM framework by integrating new constructs that may influence not only ICT adoption but ICT adoption learning experiences.

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