During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously.

The way in which the emotion of fear affects the technology adoption of students and teachers amid the COVID-19 pandemic is examined in this study. Mobile Learning (ML) has been used in the study as an educational social platform at both public and private higher-education institutes. The key hypotheses of this study are based on how COVID-19 has influenced the incorporation of mobile learning (ML) as the pandemic brings about an increase in different kinds of fear. The major kinds of fear that students and teachers/instructors are facing at this time include: fear because of complete lockdown, fear of experiencing education collapse and fear of having to give up social relationships. The proposed model was evaluated by developing a questionnaire survey which was distributed among 280 students at Zayed University, on the Abu Dhabi Campus, in the United Arab Emirates (UAE) with the purpose of collecting data from them. This study uses a new hybrid analysis approach that combines SEM and deep learning-based artificial neural networks (ANN). The importance-performance map analysis is also used in this study to determine the significance and performance of every factor. Both ANN and IPMA research showed that Attitude (ATD) are the most important predictor of intention to use mobile learning. According to the empirical findings, perceived ease of use, perceived usefulness, satisfaction, attitude, perceived behavioral control, and subjective norm played a strongly significant role justified the continuous Mobile Learning usage. It was found that perceived fear and expectation confirmation were significant factors in predicting intention to use mobile learning. Our study showed that the use of mobile learning (ML) in the field of education, amid the coronavirus pandemic, offered a potential outcome for teaching and learning; however, this impact may be reduced by the fear of losing friends, a stressful family environment and fear of future results in school. Therefore, during the pandemic, it is important to examine students appropriately so as to enable them to handle the situation emotionally. The proposed model has theoretically given enough details as to what influences the intention to use ML from the viewpoint of internet service variables on an individual basis. In practice, the findings would allow higher education decision formers and experts to decide which factors should be prioritized over others and plan their policies appropriately. This study examines the competence of the deep ANN model in deciding non-linear relationships among the variables in the theoretical model, methodologically.

YouTube and TikTok have gained increasing recognition as social network sites to support online knowledge acquisition, sharing, and application via social media platforms in the medical field. This study examines which aspect of TikTok and YouTube stimulates doctors, nurses, and any other YouTube and TikTok in the medical setting, to rely on them as sources of knowledge acquisition and sharing to keep their medical repertoire updated. A hybrid model is designed to investigate users’ acceptance of YouTube and TikTok as social media platforms. The model focuses on four main external factors: content richness, innovativeness, satisfaction, and enjoyment. These factors are connected with two TAM constructs which are perceived ease of use and perceived usefulness. The results have shown that both YouTube and TikTok are affected by PEOU, PU, personal innovativeness, flow theory, and content richness. Both social media networks provide up-to-date sources described as useful, enjoyable, and relevant. Nevertheless, the comparative results have shown that YouTube has deeply influenced users’ medical perception and knowledge compared to TikTok. It is created for the very mere purpose of socialization and self-expression. In contrast, YouTube is used for educational and non-educational purposes due to the type of uploaded content and time management. Therefore, TikTok developers and influencers should initiate highly specialized videos and create content that raises awareness of medical field issues.

Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.

This study aims to investigate the most effective and interesting variables that urge use of the smartwatch (SW) in a medical environment. To achieve this aim, the study was framed using an innovative and integrated research model, which is based on combining constructs from a well-established theoretical model’s TAM and other features that are critical to the effectiveness of SW which are content richness and personal innovativeness. The Technology Acceptance Model (TAM) is used to detect the determinants affecting the adoption of SW. The current study depends on an online questionnaire that is composed of (20) items. The questionnaire is distributed among a group of doctors, nurses, and administration staff in medical centers within the UAE. The total number of respondents is (325). The collected data were implemented to test the study model and the proposed constructs and hypotheses depending on the Smart PLS Software. The results of the current study show that the main constructs in the model contribute differently to the acceptance of SW. Based on the previous assumption, content richness and innovativeness are critical factors that enrich the user’s perceived usefulness. In addition, perceived ease of use was significantly predictive of either perceived usefulness or behavioral intention. Overall findings suggest that SW is in high demand in the medical field and is used as a common channel among doctors and their patients and it facilitates the role of transmitting information among its users. The outcomes of the current study indicate the importance of certain external factors for the acceptance of the technology. The genuine value of this study lies in the fact that it is based on a conceptual framework that emphasizes the close relationship between the TAM constructs of perceived usefulness and perceived ease of use to the construct of content richness, and innovativeness. Finally, this study helps us recognize the embedded motives for using SW in a medical environment, where the main motive is to enhance and facilitate the effective roles of doctors and patients.

Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students' performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students' competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.

The fear of vaccines has led to population rejection due to various reasons. Students have had their own inquiries towards the effectiveness of the vaccination, which leads to vaccination hesitancy. Vaccination hesitancy can affect students’ perception, hence, acceptance of e-learning platforms. Therefore, this research attempts to explore the post-acceptance of e-learning platforms based on a conceptual model that has various variables. Each variable contributes differently to the post-acceptance of the e-learning platform. The research investigates the moderating role of vaccination fear on the post-acceptance of e-learning platforms among students. Thus, the study aims at exploring students’ perceptions about their post-acceptance of e-learning platforms where vaccination fear functions as a moderator. The current study depends on an online questionnaire that is composed of 29 items. The total number of respondents is 630. The collected data was implemented to test the study model and the proposed constructs and hypotheses depending on the Smart PLS Software. Fear of vaccination has a significant impact on the acceptance of e-learning platforms, and it is a strong mediator in the conceptual model. The findings indicate a positive effect of the fear of vaccination as a mediator in the variables: perceived ease of use and usefulness, perceived daily routine, perceived critical mass and perceived self-efficiency. The implication gives a deep insight to take effective steps in reducing the level of fear of vaccination, supporting the vaccination confidence among educators, teachers and students who will, in turn, affect the society as a whole.

The purpose of this study is to investigate students’ intention to continue using online learning platforms during face-to-face traditional classes in a way that is parallel to their usage during online virtual classes (during the pandemic). This investigation of students’ intention is based on a conceptual model that uses newly used external factors in addition to the technology acceptance model (TAM) contrasts; hence, it takes into consideration users’ satisfaction, the external factor of information richness (IR) and the quality of the educational system and information disseminated. The participants were 768 university students who have experienced the teaching environments of both traditional face-to-face classes and online classes during the pandemic. A structural equation modelling (SEM) test was conducted to analyse the independent variables, including the users’ situation awareness (SA), perceived ease of use, perceived usefulness, satisfaction, IR, education system quality and information quality. An online questionnaire was used to explore students’ perceptions of their intention to use online platforms accessibly in a face-to-face learning environment. The results showed that (a) students prefer online platforms that have a higher level of content richness, to be able to implement the three dimensions of users’ situation awareness (perception, comprehension and projection); (b) there were significant effects of TAM constructs on students’ satisfaction and acceptance; (c) students are in favour of using a learning platform that is characterised by a high level of educational system quality and information quality and (d) students with a higher level of satisfaction have a more positive attitude in their willingness to use the online learning system.