Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers
- Autores: Yupeng Lin, Zhonggen Yu
- Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 20, 2023
- Idioma: inglés
- Enlaces
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Resumen
Digital academic reading tools on computers bring multiple benefts to higher-education students. Through structural equation modeling methods, this study contributes to the following fndings: (1) Perceived ease of use, perceived usefulness, and lecturers’ positive responses signifcantly predict students’ positive attitudes toward digital academic reading tools on computers; (2) perceived ease of use, lectures’ positive responses, and expectations of academic achievement are signifcantly positive predictors of students’ perceived usefulness of these tools; (3) attitudes and expectations of academic achievement signifcantly predict students’ positive intentions to use these tools; (4) academic experience signifcantly predicts students’ negative attitudes toward these tools; (5) perceived ease for collaborative learning and self-efcacy are signifcantly positive predictors of students’ perceived ease of using these tools. Findings in this study may contribute to understanding the external factors infuencing students’ acceptance and use of digital academic reading tools on computers with a substantial explanatory power of the proposed model (R2=64.70–84.20%), which may beneft researchers, instructors, students, and technology designers.
