Technology Acceptance Model and Moodle: A systematic mapping study

Abstract

Moodle is one of the most widely used learning management systems currently and has traditionally been studied through the Technology Acceptance Model. Existing literature is scattered and does not allow us to clearly conclude what characteristics this technological acceptance has as well as its main progress. The study aimed to provide an overview of the scientific literature on the application of TAM in the study of the acceptance and technological use of Moodle through a Systematic Mapping Study (SMS). Results from 24 selected studies indicate that the topic is of increasing interest and that the literature is characterized by studies that 1) use extended versions of TAM; 2) are based on university students from different programs; 3) take place in Europe or Asia; 4) are published in journals with different impact factors; and 5) have focused on testing mainly the original TAM hypotheses. Although a lot of hypotheses have been studied (271), only 16 have been accepted more times than rejected by 2 or more studies, with Perceived Ease of Use being the most commonly present construct in the hypotheses. Results imply that although TAM remains as a robust model for studying Moodle there are still important gaps to be addressed.

The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

“…Within education the TAM has been used to assess the acceptance of MOOCs (Alraimi et al 2015;Wu and Chen 2017;Zhou 2016) and learning management systems (Alharbi and Drew 2014;Mafuna and Wadesango 2016;Ngai et al 2007;Van Raaij and Schepers 2008). The first TAM studies concerning Moodle were in 2009 since which time research interest has grown with a peak in (Murillo et al 2020). TAM studies have been drawn from diverse educational contexts.…”

“…First, it adds to the small number of studies which link personality traits to the TAM (Svendsen et al 2013). Second, the lack of Japan-based research identified by Granic and Marangunic (2019) and Murillo et al (2020) is addressed by providing evidence from the Japanese context using Japanese language instruments. Finally, when technology use is compulsory such as it is within the current study, assessments of intent to use become somewhat redundant as course achievement is heavily dependent upon system use regardless of attitude.…”

Disclosing customers' intentions to use social media for purchase-related decisions

“…Further, PEoU mediates between PU and IU and enhances PU of technology (Davis, 1989). PU and PEoU have been considered as mediators by studies conducted further in expansion and modification of TAM with additional variables in different contexts such as perceived enjoyment, self-efficacy, subjective norm, social influence and social presence (Ajzen, 2002;Akar and Mardikyan, 2014;Al-Qaysi et al, 2020;Chow et al, 2012;Lee et al, 2003;Legris et al, 2003;Murillo et al, 2020;Teo et al, 1999;Venkatesh et al, 2003Venkatesh et al, , 2012Venkatesh and Bala, 2008;Venkatesh and Davis, 2000). Literature validates TAM in various settings.…”

The Moderating Role of Academic Discipline in Acceptance of Video Technology for Educational Purposes

“…One part of the recently carried out TAM studies focused on extending the model by further variables (Al-Emran et al, 2018;Murillo et al, 2021;Scherer and Teo, 2019). By involving further variables, the explanatory power of the basic model can be improved.…”