Zhang Fang
Center of Smart Campus Construction, Central University of Finance and Economics, Beijing, 100081, China.
Heliyon. 2024 Aug 16;10(16):e36249. doi: 10.1016/j.heliyon.2024.e36249. eCollection 2024 Aug 30.
This study investigates the interplay between the Technology Acceptance Model (TAM), self-regulation strategies, and academic self-efficacy, and their collective impact on academic performance and perceived learning among college students engaged in remote education.
A sample of 872 university students from Southern China participated in this study. Structural Equation Modeling (SEM) was employed to analyze the theoretical relationships among the variables. The research focused on two primary areas: the connection between academic self-efficacy and gameful self-regulation strategies within the framework of TAM, and the influence of TAM's three dimensions on students' perceived learning and academic performance.
Findings highlight self-efficacy and gameful self-regulation strategies, in enhancing technology acceptance. Improved acceptance of technology is shown to positively affect academic performance and the perceived learning experience of students in classes using game-based online resources.
The study emphasizes the significance of self-efficacy and gameful self-regulation strategies in shaping students' perceptions and attitudes towards technology. These factors are found to be key determinants of both perceived learning and academic achievement in the context of game-based online resource classes.
本研究调查技术接受模型（TAM）、自我调节策略和学业自我效能感之间的相互作用，以及它们对参与远程教育的大学生的学业成绩和感知学习的综合影响。
来自中国南方的872名大学生参与了本研究。采用结构方程模型（SEM）分析变量之间的理论关系。研究集中在两个主要方面：在TAM框架内学业自我效能感与趣味性自我调节策略之间的联系，以及TAM的三个维度对学生感知学习和学业成绩的影响。
研究结果突出了自我效能感和趣味性自我调节策略在提高技术接受度方面的作用。技术接受度的提高被证明对使用基于游戏的在线资源的课程中学生的学业成绩和感知学习体验有积极影响。
该研究强调了自我效能感和趣味性自我调节策略在塑造学生对技术的认知和态度方面的重要性。在基于游戏的在线资源课程背景下，这些因素被发现是感知学习和学业成就的关键决定因素。
