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This study examined student acceptance to adopt and use ICT tools in a problembased learning module using the Technology Acceptance Model (TAM). The objectives of the study are to (a) determine if the TAM is a valid model to explain students' intentions to use ICT tools, and (b) identify the determinants of students' intention to use ICT tools. A total of 737 first-year polytechnic students completed a 13-item online questionnaire based on the TAM constructs comprising perceived ease of use, perceived usefulness, attitude toward use, and intention to use. Results obtained using structural equation modelling showed that (a) perceived ease of use significantly influenced perceived usefulness; (b) both perceived ease of use and perceived usefulness significantly influenced intention to use; and (c) both perceived usefulness and attitude toward use significantly influenced intention to use . Overall, the TAM is a valid model to help explain students' intentions to use ICT tools. The study findings are useful for PBL educators intending to integrate ICT tools in their lessons to better engage students in active learning.

This study aims to examine the factors that support or hinder students’ attitudes towards using information and communication technology (ICT) in problem-based learning (PBL) using the technology acceptance model (TAM) (Davis, 1989) among polytechnic students. A total of 737 first-year polytechnic students in Singapore participated in the cross-sectional survey study by completing a questionnaire (The assessment of attitude and intention to use ICT tools among polytechnic students), which gathered both quantitative and qualitative data. Based on the analysis of the quantitative data, perceived usefulness and perceived ease of use are found to be significantly and positively correlated with attitudes towards using ICT. Results from the analysis of the qualitative data suggest five major themes (engagement, communication, information gathering, collaboration and efficiency) on what students enjoyed most about using ICT. On the other hand, Internet connectivity, usability, technical issues and ICT competency are the four other themes that categorised the difficulties students faced using ICT. An important implication is to develop polytechnic lecturers’ competency in the use of ICT-enabled learning tools as a priority to enable them to successfully integrate ICT in their PBL lessons.