Keywords
Perceived usefulness
Perceived ease of use
Facilitating conditions
Computer self-efficacy
Instructor efficiency
Behavioral intention
Submitted : 2024-05-21
Accepted : 2024-06-05
Published : 2024-06-20
Abstract
This study explores the acceptance of educational support technologies in distance learning within a Chinese higher education context. It examines the influence of perceived usefulness, perceived ease of use, facilitating conditions, computer self-efficacy, and instructor efficiency on students’ behavioral intention toward distance learning. Utilizing a quantitative approach with surveys and structural equation modeling, data from 720 participants at Mianyang Teachers’ College, China, were analyzed. The findings reveal significant positive effects of these factors on the intention to engage in distance learning, offering valuable insights for enhancing technology acceptance in educational settings.
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