Determining Factors Affecting Acceptance of E-Learning Platforms during the COVID-19 Pandemic: Integrating Extended Technology Acceptance Model and DeLone & McLean IS Success Model

Abstract

Online meeting platforms have been widely utilized during the COVID-19 pandemic due to the current shift from traditional learning. However, the acceptance of the different online meeting platforms for e-learning has been underexplored. The purpose of this study was to determine the factors for acceptance of an online learning platform among students during the COVID-19 pandemic. A total of 500 senior high school students voluntarily participated to answer constructs under the Extended Technology Acceptance Model (ETAM) and Delone and McLean IS Success Model. Several latent including user interface (UI), perceived ease of use (PEU), perceived usefulness (PU), information quality (IQ), system quality (SQ), behavioral intentions (BI), and actual use were analyzed by Structural Equation Modeling (SEM). The results indicated that PEU was found to have the greatest on actual use (AU), followed by UI and SQ towards PEU, which subsequently led to BI and AU. Finally, IQ was found to have a significant effect on PU, which led to BI and AU. The level of student acceptability considers the ease of use, user interface, system quality, information quality, leading to a positive behavioral intention for actual use. With that, it would be of best interest to consider the factors that would lead students towards accepting the platforms utilized and therefore the current education system. Moreover, this will lead to their acceptance and promote learning even with the COVID-19 pandemic. Finally, the model construct can be applied and utilized to analyze the online learning platforms in other countries.

Factors Affecting the Perceived Usability of the COVID-19 Contact-Tracing Application “Thai Chana” during the Early COVID-19 Omicron Period

“…The application is clear, understandable, easy to use, and accurate information is received upon using the application. Both PU and PEU have been investigated to have synergistic effects that lead to AU with the TAM [ 50 ]. Similarly, Camacho-Rivera et al [ 30 ] found that 21.8% of US citizens use COVID-19 trackers due to usefulness and PEU.…”

Educational Technology Adoption: A systematic review

“… Innovation Diffusion Theory (IDT) proposed by Rogers ( 1962 , 1995 ) as the most popular model in investigating innovation acceptance and adoption (N=2), specifically (Lee et al, 2011 ; Al-Rahmi, Yahaya, Aldraiweesh, Alamri, Aljarboa, Alturki & Aljeraiwi, 2019), Information Systems Success Model (ISSM) introduced by DeLone and McLean ( 1992 ) as a robust theoretical basis for the study of technology post-adoption (N=2), specifically (Prasetyo et al, 2021 ; Al-Rahmi et al, 2021 ), combination of ISSM and Expectation-Confirmation Theory (ECT), a post-adoption theory offered by Oliver ( 1980 ), in work conducted by Roca, Chiu, and Martinez ( 2006 ). …”

“…Information Systems Success Model (ISSM) introduced by DeLone and McLean ( 1992 ) as a robust theoretical basis for the study of technology post-adoption (N=2), specifically (Prasetyo et al, 2021 ; Al-Rahmi et al, 2021 ),…”

“…In addition, the Innovation Diffusion Theory (IDT) has been combined with TAM in an empirical investigation on university students’ intention to use e-learning systems (Al-Rahmi et al, 2019 ), to investigate factors affecting business employees’ behavioral intentions to use the e-learning system (Lee et al, 2011 ), as well as to explore diffusion and adoption of an open source learning platform (Huang, Wang, Yang & Shiau, 2020 ). The Information Systems Success Model (ISSM), as one of the post-adoption theories, has been integrated with TAM to help in determining factors which affected acceptance of e-learning platforms during the COVID-19 pandemic (Prasetyo et al, 2021 ), and in exploring students’ behavioral intention to use social media, specifically the perception of their academic performance and satisfaction (Al-Rahmi et al, 2021 ). Lastly, to understand e-learning continuance intention, TAM has been integrated with ISSM and Oliver’s ( 1980 ) Expectation-Confirmation Theory (ECT) (Roca et al, 2006 ).…”

Defining High-Quality Answers on a Chinese Tourism Q&A Platform in Terms of Information Needs

“…The quality of information available on platforms impacts user satisfaction and related decision making considerably [8,9]. Therefore, the present study will guide users to share and choose high-quality travel answer content and help platforms to screen for highquality answers according to the travel information required.…”