Examining the Influence of Perceived Fit between Task and Technology on the Acceptance of Rain Classroom Usage: An Exploratory Study |
---|
|
Abstract Fostering the acceptance and use of technology among teachers and students has been one of the major concerns of educational researchers in recent years. Over the years, Technology Acceptance Model (TAM) has been adapted extensively in educational context. Researchers have examined the external factors hoping to build the gap between theoretical assumptions and practical situations. In light of this, the purpose of the current study is to extend TAM to predict technology acceptance among Chinese students. An extended model was examined based on the model proposed by Wu and Chen (2017), who unified TAM with Task Technology Fit (TTF) model. Additional variables associating with students’ perception manifesting and influencing their use of Rain Classroom was integrated. Structural equation modeling (SEM) was employed for analyzing data in the study, which aims at exploring factors that influence students’ acceptance of Rain Classroom in addition to those from the proposed model from current study. Results revealed the importance of advocating perceived usefulness, perceived ease of use, technology learning efficacy, as well as individual- and task-technology fit for enhancing continuous generation of positive attitude towards technology use. |
Author Profile(s)
|