A modified technology acceptance model for digital learning in Chinese universities

Abstract

This research introduces a customized Technology Acceptance Model (TAM) for digital learning technology in Chinese comprehensive universities, employing surveys and interviews to combine quantitative and qualitative approaches. The findings reveal widespread adoption of digital learning technology among students and teachers, highlighting its potential for transformation. The study identifies key relationships between Perceived Ease of Use, Perceived Usefulness, Attitude, Policy, Perceived Interpersonal Interaction, Actual Usage, and Intention to Continue Usage, validating the TAM framework. Challenges remain in the areas of data privacy and network security, necessitating continuous refinement. Recommendations are provided for universities, administrative bodies, developers, teachers, and students. This research highlights the acceptance and usage of digital learning technology in Chinese universities. It presents a tailored TAM framework to enhance understanding and contribute to the evolution of digital education.