Jiang Michael Yi-Chao, Jong Morris Siu-Yung, Lau Wilfred Wing-Fat, Meng Yan-Li, Chai Ching-Sing, Chen Mengyuan
Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, SAR China.
Centre for Learning Sciences and Technologies, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, SAR China.
Front Psychol. 2021 Oct 1;12:671615. doi: 10.3389/fpsyg.2021.671615. eCollection 2021.
The present study validated the general extended technology acceptance model for e-learning (GETAMEL) with the survey data from the English as a foreign language (EFL) online class during the novel coronavirus lockdown period. A total of 678 undergraduates participated in the survey. Structural equation modeling was employed to analyze the data. The results showed that the influence of perceived usefulness of students on their intentional behavior to use the online learning system was not mediated by their attitude, indicating a very limited role of attitude toward technology in the model. Enjoyment and self-efficacy had no significant effects on the internal constructs, raising theoretical concerns on the applicability of this general model into specific contexts. In addition, we found that experience might be a moderator rather than an antecedent of the internal constructs in the model.
本研究利用新型冠状病毒封锁期间外语在线课程的调查数据，验证了电子学习通用扩展技术接受模型（GETAMEL）。共有678名本科生参与了此次调查。采用结构方程模型对数据进行分析。结果表明，学生感知有用性对其使用在线学习系统的意向行为的影响并未通过其态度来介导，这表明在该模型中技术态度的作用非常有限。享受和自我效能感对内部结构没有显著影响，这引发了对该通用模型在特定情境下适用性的理论担忧。此外，我们发现经验可能是该模型中内部结构的调节因素而非先行因素。
