UNDERSTANDING ACTUAL E-LEARNING ADOPTION: A COMPREHENSIVE TAM-BASED INVESTIGATION OF PRE-SERVICE MATHEMATICS TEACHERS.
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| Title: | UNDERSTANDING ACTUAL E-LEARNING ADOPTION: A COMPREHENSIVE TAM-BASED INVESTIGATION OF PRE-SERVICE MATHEMATICS TEACHERS. |
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| Authors: | GRADINI, Ega1 ega.gradini@gmail.com, NOVIANI, Julia1 julianoviani@iaintakengon.ac.id, MAILIZAR2 mailizar@usk.ac.id |
| Source: | Turkish Online Journal of Distance Education (TOJDE). Apr2026, Vol. 27 Issue 2, p157-181. 25p. |
| Subject Terms: | *Mathematics teachers, *Digital learning, Technology Acceptance Model, Perceived benefit, Intention |
| Geographic Terms: | Indonesia |
| Abstract: | This study investigates the determinants of e-learning adoption among pre-service mathematics teachers through an extended Technology Acceptance Model (TAM) framework. Using structural equation modeling with data collected from 508 pre-service mathematics teachers in Indonesia, we examined thirteen hypothesized relationships between system accessibility, enjoyment, perceived ease of use, perceived usefulness, attitude toward using, behavioral intention, and actual system usage. Results revealed that system accessibility (β = 0.535) and enjoyment (β = 0.319) significantly predicted perceived ease of use, explaining 58.9% of its variance. Perceived usefulness was primarily influenced by enjoyment (β = 0.468), perceived ease of use (β = 0.323), and system accessibility (β = 0.165). Attitude toward using was significantly affected by perceived usefulness (β = 0.489) and perceived ease of use (β = 0.265), while behavioral intention was predominantly determined by perceived usefulness (β = 0.469), attitude toward using (β = 0.277), and perceived ease of use (β = 0.106). Notably, the relationship between behavioral intention and actual system usage was borderline significant (β = 0.082, p = 0.050), supporting critique of TAM’s limited ability to predict actual use. These findings highlight the importance of developing accessible, enjoyable mathematics e-learning systems while acknowledging the complex relationship between intention and actual usage behavior. [ABSTRACT FROM AUTHOR] |
| Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192942276 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: UNDERSTANDING ACTUAL E-LEARNING ADOPTION: A COMPREHENSIVE TAM-BASED INVESTIGATION OF PRE-SERVICE MATHEMATICS TEACHERS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22GRADINI%2C+Ega%22">GRADINI, Ega</searchLink><relatesTo>1</relatesTo><i> ega.gradini@gmail.com</i><br /><searchLink fieldCode="AR" term="%22NOVIANI%2C+Julia%22">NOVIANI, Julia</searchLink><relatesTo>1</relatesTo><i> julianoviani@iaintakengon.ac.id</i><br /><searchLink fieldCode="AR" term="%22MAILIZAR%22">MAILIZAR</searchLink><relatesTo>2</relatesTo><i> mailizar@usk.ac.id</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Turkish+Online+Journal+of+Distance+Education+%28TOJDE%29%22">Turkish Online Journal of Distance Education (TOJDE)</searchLink>. Apr2026, Vol. 27 Issue 2, p157-181. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Acceptance+Model%22">Technology Acceptance Model</searchLink><br /><searchLink fieldCode="DE" term="%22Perceived+benefit%22">Perceived benefit</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigates the determinants of e-learning adoption among pre-service mathematics teachers through an extended Technology Acceptance Model (TAM) framework. Using structural equation modeling with data collected from 508 pre-service mathematics teachers in Indonesia, we examined thirteen hypothesized relationships between system accessibility, enjoyment, perceived ease of use, perceived usefulness, attitude toward using, behavioral intention, and actual system usage. Results revealed that system accessibility (β = 0.535) and enjoyment (β = 0.319) significantly predicted perceived ease of use, explaining 58.9% of its variance. Perceived usefulness was primarily influenced by enjoyment (β = 0.468), perceived ease of use (β = 0.323), and system accessibility (β = 0.165). Attitude toward using was significantly affected by perceived usefulness (β = 0.489) and perceived ease of use (β = 0.265), while behavioral intention was predominantly determined by perceived usefulness (β = 0.469), attitude toward using (β = 0.277), and perceived ease of use (β = 0.106). Notably, the relationship between behavioral intention and actual system usage was borderline significant (β = 0.082, p = 0.050), supporting critique of TAM’s limited ability to predict actual use. These findings highlight the importance of developing accessible, enjoyable mathematics e-learning systems while acknowledging the complex relationship between intention and actual usage behavior. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 157 Subjects: – SubjectFull: Mathematics teachers Type: general – SubjectFull: Digital learning Type: general – SubjectFull: Technology Acceptance Model Type: general – SubjectFull: Perceived benefit Type: general – SubjectFull: Intention Type: general – SubjectFull: Indonesia Type: general Titles: – TitleFull: UNDERSTANDING ACTUAL E-LEARNING ADOPTION: A COMPREHENSIVE TAM-BASED INVESTIGATION OF PRE-SERVICE MATHEMATICS TEACHERS. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: GRADINI, Ega – PersonEntity: Name: NameFull: NOVIANI, Julia – PersonEntity: Name: NameFull: MAILIZAR IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13026488 Numbering: – Type: volume Value: 27 – Type: issue Value: 2 Titles: – TitleFull: Turkish Online Journal of Distance Education (TOJDE) Type: main |
| ResultId | 1 |
