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Technology enhanced learning acceptance among university students during Covid‑19: Integrating the full spectrum of Self‑Determination Theory and self‑efcacy into the Technology Acceptance Model

This study proposes a unifed theoretical model to integrate the full spectrum of Self-Determination Theory, self-efcacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theore...

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Main Authors: Rosli, Mohd Shafe, Saleh, Nor Shela
Format: Article
Language:English
Published: 2023
Subjects:
T Technology (General)
Online Access:http://eprints.uthm.edu.my/10585/1/J16498_f68e1fd166e8bfcc8d25388cfd871445.pdf
http://eprints.uthm.edu.my/10585/
https://doi.org/10.1007/s12144-022-02996-1
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spelling my.uthm.eprints.105852024-01-15T07:29:21Z http://eprints.uthm.edu.my/10585/ Technology enhanced learning acceptance among university students during Covid‑19: Integrating the full spectrum of Self‑Determination Theory and self‑efcacy into the Technology Acceptance Model Rosli, Mohd Shafe Saleh, Nor Shela T Technology (General) This study proposes a unifed theoretical model to integrate the full spectrum of Self-Determination Theory, self-efcacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theoretical model, 7 hypotheses were tested to understand the acceptance of technology enhanced learning. A total of 303 university students participated in this study. The HeterotraitMonotrait (HTMT) ratio of correlation was applied to measure Discriminant Validity for the Covariance-Based Structural Equation Model. Based on the results, the unifed theoretical model provided better insight to understanding acceptance of technology enhanced learning (R2=.71). Intrinsic motivation (IM), amotivation, motivation, and technology enhanced self-efcacy (TELSE) were identifed as signifcant determinants of students’ perceived ease of use (PEU). Amotivation, motivation and TELSE were signifcant determinants of students’ perceived usefulness (PU) towards technology enhanced learning. During the Covid-19 pandemic, students had internalised external regulation and identifed regulation. The empirical results also revealed that the relationship between amotivation and PEU were moderated by gender. Gender also played a role in moderating the efects of amotivation and motivation relationships towards PU. However, the relationships between IM and motivation toward PEU and TELSE to PU were vulnerable towards the moderating efects of gender and students' feld of study. In conclusion, students’ view on technology acceptance have changed since the pandemic, therefore, their participation in design, development, and implementation of learning resources is much needed than before to improve their psychological motivation. 2023 Article PeerReviewed text en http://eprints.uthm.edu.my/10585/1/J16498_f68e1fd166e8bfcc8d25388cfd871445.pdf Rosli, Mohd Shafe and Saleh, Nor Shela (2023) Technology enhanced learning acceptance among university students during Covid‑19: Integrating the full spectrum of Self‑Determination Theory and self‑efcacy into the Technology Acceptance Model. Current Psychology, 42. pp. 18212-18231. https://doi.org/10.1007/s12144-022-02996-1
institution Universiti Tun Hussein Onn Malaysia
building UTHM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Tun Hussein Onn Malaysia
content_source UTHM Institutional Repository
url_provider http://eprints.uthm.edu.my/
language English
topic T Technology (General)
spellingShingle T Technology (General)
Rosli, Mohd Shafe
Saleh, Nor Shela
Technology enhanced learning acceptance among university students during Covid‑19: Integrating the full spectrum of Self‑Determination Theory and self‑efcacy into the Technology Acceptance Model
description This study proposes a unifed theoretical model to integrate the full spectrum of Self-Determination Theory, self-efcacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theoretical model, 7 hypotheses were tested to understand the acceptance of technology enhanced learning. A total of 303 university students participated in this study. The HeterotraitMonotrait (HTMT) ratio of correlation was applied to measure Discriminant Validity for the Covariance-Based Structural Equation Model. Based on the results, the unifed theoretical model provided better insight to understanding acceptance of technology enhanced learning (R2=.71). Intrinsic motivation (IM), amotivation, motivation, and technology enhanced self-efcacy (TELSE) were identifed as signifcant determinants of students’ perceived ease of use (PEU). Amotivation, motivation and TELSE were signifcant determinants of students’ perceived usefulness (PU) towards technology enhanced learning. During the Covid-19 pandemic, students had internalised external regulation and identifed regulation. The empirical results also revealed that the relationship between amotivation and PEU were moderated by gender. Gender also played a role in moderating the efects of amotivation and motivation relationships towards PU. However, the relationships between IM and motivation toward PEU and TELSE to PU were vulnerable towards the moderating efects of gender and students' feld of study. In conclusion, students’ view on technology acceptance have changed since the pandemic, therefore, their participation in design, development, and implementation of learning resources is much needed than before to improve their psychological motivation.
format Article
author Rosli, Mohd Shafe
Saleh, Nor Shela
author_facet Rosli, Mohd Shafe
Saleh, Nor Shela
author_sort Rosli, Mohd Shafe
title Technology enhanced learning acceptance among university students during Covid‑19: Integrating the full spectrum of Self‑Determination Theory and self‑efcacy into the Technology Acceptance Model
title_short Technology enhanced learning acceptance among university students during Covid‑19: Integrating the full spectrum of Self‑Determination Theory and self‑efcacy into the Technology Acceptance Model
title_full Technology enhanced learning acceptance among university students during Covid‑19: Integrating the full spectrum of Self‑Determination Theory and self‑efcacy into the Technology Acceptance Model
title_fullStr Technology enhanced learning acceptance among university students during Covid‑19: Integrating the full spectrum of Self‑Determination Theory and self‑efcacy into the Technology Acceptance Model
title_full_unstemmed Technology enhanced learning acceptance among university students during Covid‑19: Integrating the full spectrum of Self‑Determination Theory and self‑efcacy into the Technology Acceptance Model
title_sort technology enhanced learning acceptance among university students during covid‑19: integrating the full spectrum of self‑determination theory and self‑efcacy into the technology acceptance model
publishDate 2023
url http://eprints.uthm.edu.my/10585/1/J16498_f68e1fd166e8bfcc8d25388cfd871445.pdf
http://eprints.uthm.edu.my/10585/
https://doi.org/10.1007/s12144-022-02996-1
_version_ 1789427595922636800
score 13.211869

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