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PurposeIt has been argued that behavioural models of technology acceptance do not serve equally across cultures. This study aims to extend technology acceptance model (TAM) to suit in a developing country context. The model attempts to identify the relationship between social norms, management support and moderating factors voluntariness and experience.Design/methodology/approachThe study used a quantitative methodology to investigate the correlational paths. A cross‐sectional survey was completed by 504 academics working in higher educational institutes of Pakistan. The data were analysed using structural equation modelling (SEM) based on partial least squares (PLS) methods.FindingsThe extended model achieved acceptable fit and most of the hypothesised paths were significant. Determinant perceived usefulness was an important construct of the internet acceptance, i.e. R2=34 per cent more than behavioural intention. Moderator experience diminished the impact of usefulness on behaviour usage.Practical implicationsThe findings suggest that expecting acceptance behaviour from individuals on the basis of only TAM's constructs is not enough for introducing new IT technologies. The study reveals that an individual's perceptions are formed/changed through attitudinal and social beliefs, along with management support and usage experience.Originality/valueThe study is useful in non‐western cultural contexts. Specifically, in contrast to previous studies, diversity of individuals' acceptance behaviour is examined within a single south‐Asian country's context.

Cognitive theory of Multimedia learning has been a widely used principle in education. However, with current technological advancements and usage, the teaching and learning trend of children have also changed with more dependability towards technology. This research work explores and implement the use of 3D Animation as a tool for multimedia learning based on cognitive theory. This news dimension in cognitive learning will foster the latest multimedia tools and application driven through 3D Animation, Virtual Reality and Augmented Reality. The three principles, that facilitate cognitive theory of multimedia learning using animation, addressed in this research are temporal contiguity principle (screening matching narration with animation simultaneously rather than successively), personalization principle (screening text or dialogue in casual form rather than formal style) and finally the multimedia principle (screen animation and audio narration together instead of just narration). The result of this new model would yield a new technique of educating the young children through 3D animation and virtual reality. The adaptation of cognitive theory through 3D animation as a source of multimedia learning with various key principles produces a reliable paradigm for educational enhancement.

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