An educator's toolkit for virtual simulation: A usability study

The use of digital technologies in teaching and learning has expanded through almost all subjects, including PE. Digital technologies such as fitness applications, video analysis tools and learning platforms have become increasingly available, but the extent to which these tools are being used in school PE largely relates to teacher acceptance. This study intended to examine the adoption and acceptance of digital technology in the school-based teaching of physical education via the Technology Acceptance Model (TAM) using a non-experimental, descriptive survey research design. Quantitative data were collected from 94 school physical education teachers using a questionnaire. The questionnaire was designed to measure perceived usefulness, perceived ease of use, attitude, and behavioral intention to adopt digital technology. Descriptive statistics were computed for the description of teachers' perceptions, and Pearson correlation coefficients were computed for the description of the relationships between the TAM variables. Overall, teachers perceived that digital technologies could help them instruct, engage, and assess within physical education. Teachers' digital literacy related positively to their attitude toward technology use. In addition, teachers' perceived usefulness of technology had a positive effect on their behavioral intention, and perceived ease of use had a positive effect on teachers' attitude toward technology use. The teachers' attitude was a meaningful predictor of the intention to adopt technology for teaching physical education. This together with the need for professional development, user-friendly technologies and institutional support are essential for the integration of technology into physical education in school contexts. This research has implications for educators, policymakers, and school administrators seeking to improve digital use in physical education settings.

Aim/Purpose: This paper investigates how academics in Egyptian higher education adopt and engage with generative AI tools, addressing the limited understanding of faculty perceptions and the role of technophobia in influencing adoption. Background: Existing research on generative AI adoption primarily focuses on a single tool (e.g., ChatGPT) and overlooks broader organizational and psychological factors. This study extends the Technology Acceptance Model (TAM) to include technophobia and organizational innovative culture, providing a comprehensive explanation of adoption behaviors in the Egyptian higher education context. Methodology: A mixed-methods design was employed. Quantitative data were collected from 195 academics via a structured survey measuring TAM constructs, technophobia, and organizational culture. Qualitative data were obtained through semi-structured interviews to capture experiences, perceived benefits, and concerns regarding generative AI tools. Contribution: The study refines TAM by demonstrating that technophobia indirectly affects adoption through perceived usefulness and perceived ease of use, while organizational innovative culture does not moderate adoption relationships. It offers both theoretical insights and practical guidance for the responsible use of generative AI in higher education. Findings: Perceived usefulness was the strongest predictor of adoption intention, whereas perceived ease of use was not significant. Technophobia reduced perceived usefulness and ease of use but did not directly affect adoption intention. Organizational innovative culture did not moderate relationships. Interviews highlighted efficiency benefits of generative AI alongside concerns about ethics, originality, and policy gaps. Recommendations for Practitioners: Universities should establish clear policies for the use of generative AI in teaching, assessment, and research, and provide regular training and awareness programs to support responsible adoption. Institutions should encourage critical and purposeful use rather than dependence on generative AI. Recommendation for Researchers: Future studies may expand TAM by including constructs such as trust, perceived risk, and institutional policy support, explore discipline-specific adoption patterns, and examine long-term impacts on teaching and learning. Impact on Society: Generative AI has the potential to enhance academic productivity while raising ethical and integrity concerns. Balanced and responsible implementation can maintain the educational and social mission of universities. Future Research: Further research should involve a wider range of institutions, consider moderators such as digital literacy and organizational readiness, and develop ethical and pedagogical frameworks for the constructive use of AI in higher education.

This study contributes to the existing literature on online learning during COVID-19 pandemic in higher education by investigating the relationships between the cognitive variables and students' adoption of online learning. Based on Technology Acceptance Model (TAM), some hypotheses we formulated to test the links between TAM constructs and online learning anxiety as an antecedent. This study adopted structural equation modeling (SEM) to scrutinize technology adoption for a sample of 569 students in Oman. The results indicated that attitude towards online learning is a strong predictor of technology adoption during COVID-19 pandemic. Furthermore, both the perceived usefulness of online learning and perceived ease of online use yielded a significant contribution of attitude. Besides, online learning anxiety affected both the perceived usefulness and perceived ease of online use negatively where perceived ease of use is predicted largely while perceived usefulness is predicted modestly. In the light of the previous findings, some recommendations and implications are provided.

The application of online learning in various educational institutions in the Covid-19 Pandemic has had an impact on behavioral attitudes where many educators and students have also complained about the limited technology facilities, operations, and internet networks in some areas or quotas to access online learning. Followed by the popularity of the Zoom application in supporting education, the authors researched the application of the Technology Acceptance Model (TAM) to the acceptance of the Zoom application in online learning to determine the effect of using applications in online learning with 4 variables accompanied by multiple linear regression hypothesis testing, F-test and T-test. using SPSS. The test results in Perceived Usefulness, Perceived Ease of Use, and Behavioral Intention to Use affect Actual System Usage with significant and positive results of 20.21. Behavioral Intention to Use is more dominant than other variables with a value of 5.31, while the lowest is Perceived Ease of Use with a value of (-0.50).

This study examined the attitudes toward online learning of EFL students by applying technology acceptance model (TAM) constructs along with the characteristics of the online learning system and the experience of online learning as external independent variables. The study used a quantitative approach. The researchers collected data by administering a questionnaire using Microsoft’s online form to the tertiary students who were studying for their Bachelor of Arts degree (B.A.) in the English Language and Literature Department at Al-Balqa Applied University – Jordan. . One hundred eighty-five students out of 602 responded to the questionnaire. The researchers used SPSS and Structural Equational Modeling (SEM – Smart PLS) to analyze the data. Among the findings, the characteristics of an online learning system significantly affected perceived usefulness (PU), perceived ease of use (PEOU), attitudes, and the behavioral intentions (BIs) of EFL learners. In contrast, EFL learners’ PEOU negatively affected their attitudes towards online learning and BIs. Finally, the attitudes of students who studied online for four semesters or more were negative compared to those who took less than four semesters online. These findings could be attributed to the supposedly temporary and rapid shift to online learning due to Covid-19 lockdown measures. This study is significant because it develops an understanding of tertiary EFL attitudes towards online learning. It also reflects on their behavioral intentions to utilize online learning after the pandemic. The researchers believe that this is the first study to examine EFL learners’ attitudes and BIs on using online learning during/after the pandemic in Jordan using TAM.

Many seem to believe that today’s pre-service teachers as born after 1980 are digital natives, or that they are “native speakers” of the digital language. Nevertheless, there is no evidence that their digital native characteristics determine whether or not they would use technology in the classroom. Although not widely evaluated, the four-factor, 21-item Digital Nativity Assessment Scale (DNAS) was one of the first instruments to assess digital nativeness (DN). This study aim is to explore the influence of pre-service teachers’ DN on their intention to use technology in the future classroom in Serbia, by evaluating the DNAS on Serbian sample and using it for measuring the DN. Six variables were incorporated to examine their mutual relationships based on technology acceptance model: digital nativeness, behavioral intention (BI), perceived usefulness (PU), perceived ease of use (PEU), subjective norm (SN), and technological complexity (TC). Data were collected from 688 pre-service teachers in Serbia. Exploratory factor analysis confirmed a four-factor model for the DNAS, and Serbian pre-service teachers demonstrated a high level of DN. To evaluate the hypothesized model structural equation modeling was utilized. The suggested model had a good fit for describing the BI of Serbian pre-service teachers, accounting for 27.1% of the variance in BI. It was found that direct dominant predictors of BI are digital native traits, perceived usefulness, and perceived ease of use. Significant influence of digital native traits on all other variables in the model was also confirmed. The implications for theory and practice are discussed.

This research aims to examine the evolution of student attitudes toward the Transilvania University e-learning platform over a three-year period, encompassing the time before and after the COVID-19 pandemic. The study collected both quantitative and qualitative data through a structured online survey. Quantitative data were analyzed using descriptive statistics (frequency distribution) to measure changes in perceived ease of use, experiences, or degree of satisfaction, while qualitative responses were thematically analyzed to capture students’ comments about the platform within the Technology Acceptance Model (TAM) framework. The findings indicate an increased usage of the e-learning platform and satisfaction with the user interface post-pandemic, along with a reduction in reported technical issues. Moreover, a predominantly positive sentiment emerged from the thematic analysis of student feedback. These results provide universities with evidence that higher education facilitated by an e-learning platform is sustainable and capable of offering enriched learning experiences, extending beyond the pandemic context.

In recent years, web-based interactive learning tools have gained significant recognition in Malaysia’s public and private universities. Like any other Internet-based systems, the adoption requires a solid understanding of user acceptance process. In Malaysia, however, the knowledge of users’ behavior toward web-based interactive learning is somewhat limited but is fundamental and essential as part of employing the system in the classroom. This study was conducted to examine students’ behavioral intention to use web-based interactive learning tools and analyze the Technology Acceptance Model (TAM). In this paper, the authors present the findings from a quantitative survey of 174 respondents and focus on student responses to perceived usefulness (PU), perceived ease of use (PEOU), attitudes toward usage (ATU), and behavioral intention to use (BIU) web-based interactive learning tools. All hypotheses are supported. A closer look at the constructs reveals a full mediating role of attitude toward usage (ATU) between perceived ease of use (PEOU) and behavioral intention to use (BIU). The findings suggest that TAM can be applied legitimately in the context of determining students’ behavioral intention to use web-based interactive learning tools.

Online education is provided by fewer universities in Africa than the western world. However, during the outbreak of COVID 19 many universities were forced to embrace online teaching and learning, even those who were against it. The outbreak of COVID 19 opened new ways of teaching and learning that most of universities had to adopt for their survival. This study was carried out to explore the beliefs of Tanzanian lecturers and students on online teaching and learning during the outbreak of COVID 19. This study is anchored on the Technology Acceptance Model by applying a concurrent triangulation design, which helped the researcher to collect both qualitative and quantitative data. The study targeted university lecturers, Deputy Vice Chancellors, academics, and students in selected full- fledged universities in the northern part of Tanzania. The findings indicate that lecturers and students were positive about the use of online teaching and learning, and there is no statistically significant difference in perceptions mean scores between lecturers and university students on the use of online learning during the outbreak of COVID 19. However, various challenges were identified that hamper the smooth running of online teaching and learning, such as lack of adequate resources, poor connectivity of internet and lack of knowledge and skills on how to use the online platforms. This study recommends that universities have to improve the availability of resources for online teaching and learning and to invest in staff capacity building to motivate the lecturers to use online teaching more effectively.

Nurses’ behavioral intention in using virtual clinical simulation training: By structural equation modeling

The study was looking at establishing factors that are hindering the adoption of electronic marketing among cable manufacturers in Zambia based on the Technology Acceptance Model (TAM). The study first looked at the major challenges faced by cable manufacturing companies in developing countries in the adoption of e-commerce in marketing their products. The study then proposed a model through a web-based e-commerce web portal that could be adopted in order to address the challenges identified in the study. The study was based on three cable manufacturing companies. The three companies had a total population of 115 respondents which was used in our study. These were from the various departments (Marketing, IT and Management) within their respective organizations. Both qualitative and quantitative data was collected from respondents using a structured questionnaire. The questionnaire was generated based on the TAM conceptual model. The response rate was 47% giving 51 questionnaire responses from the three companies. The Chi-Square test of independence was used to analyze the data using SPSS software. The results showed that age has an influence on the perceived usefulness of technology. The test had an observed P-Value of 0.024 against the significance level of 0.05.The results further showed that frequent use of the internet has an influence on perceived ease of use of technology. An observed P-Value of 0.014 was recorded against the significant level of 0.05. The Chi Square test again recorded an observed P-Value of 0.03 against the significance level of 0.05, revealing that Internet knowledge has an influence on perceived security of E-marketing. It was therefore, concluded that level of education has no influence on perceived security of E-Marketing. Based on these results, an e-commerce prototype was developed as a web portal to help address the challenges of technology adoption in cable marketing by the three companies in the study.

This study examines student acceptance of mobile videos in online learning by applying the Technology Readiness and Acceptance Model (TRAM). The research investigates the relationships between technological readiness, perceived ease of use, perceived usefulness, and students’ intention to use mobile video-based learning tools. A quantitative research design was employed, with data collected from university students using a quota sampling technique. Structural Equation Modeling (SEM) was applied to test the proposed research model and examine both direct and indirect relationships among the constructs. The findings indicate that technology readiness has a significant positive effect on perceived ease of use, perceived usefulness, and students’ intention to use mobile videos in online learning. Furthermore, perceived ease of use and perceived usefulness are found to significantly influence students’ behavioral intention to adopt mobile video-based learning. These results highlight the critical role of individual readiness toward technology in shaping students’ acceptance of digital learning media. The study contributes to the literature on adoption of educational technology by confirming that technology readiness is a key antecedent of mobile learning acceptance. Practical implications suggest that educational institutions should strengthen students’ technological readiness to enhance the effectiveness and sustainability of mobile video-based online learning.

This study critically examined the effect of digital transformation on the delivery of premier banking services at Zanaco, with a specific focus on digital banking channels, digital customer relationship management (CRM) tools, and staff digital competence. Recognizing the growing role of technology in reshaping financial services, the study seeks to understand how these digital initiatives affect service efficiency, personalization, and overall client satisfaction among high-net-worth customers. Guided by the Technology Acceptance Model (TAM) and the SERVQUAL model, the research investigates the interplay between technology adoption, perceived usefulness, service quality, and customer expectations. A mixed-methods approach was employed, combining quantitative surveys of 354 high-net-worth clients with qualitative semi-structured interviews of 12 private bankers. Quantitative data were analyzed using descriptive statistics, correlation analysis, and multiple regression to measure the relationships between digital banking platforms, CRM systems, staff digital competence, and premier banking service delivery effectiveness. Qualitative data were subjected to thematic analysis to provide in-depth of client experiences and managerial perspectives. The findings reveal that digital banking platforms enhance convenience, accessibility, and operational efficiency, enabling clients to perform routine transactions remotely while allowing relationship managers to focus on strategic advisory services. CRM systems significantly improve client personalization, communication, and satisfaction; however, face-to-face engagement remains critical for high-value or complex transactions. Staff digital competence was identified as a crucial determinant of service effectiveness, with training and continuous skill development enhancing the ability of personnel to translate digital tools into meaningful client experiences. These findings align with TAM, emphasizing perceived ease of use and usefulness, and SERVQUAL, highlighting responsiveness, assurance, and empathy in service delivery. The study concluded that effective digital transformation in premier banking requires a strategic integration of technology, personalized service, and skilled personnel. Recommendations include continued investment in user-friendly digital platforms, advanced CRM analytics, and structured staff training programs to maintain competitive advantage and high levels of client satisfaction.

Purpose This study examines the influence of disciplinary differences and applied practices between architecture and engineering on students’ cognitive and affective responses to online education systems by employing the Technology Acceptance Model (TAM). Design/methodology/approach A questionnaire addressing the aimed TAM constructs is conducted with 483 architecture and engineering students. Partial least square structural equation modeling (PLS-SEM) is used to test the direct and indirect relationships between students’ attitudes towards using (ATU), perceived usefulness (PU), perceived ease of use (PEOU) and system quality (SQ) based on disciplines’ diverse learning methods and approaches. Findings This research shows that online education systems’ quality (SQ) influences students’ attitudes toward using (ATU) directly and indirectly. The strongest relationship is observed between system quality (SQ) and perceived ease of use (PEOU), proving that online education adoption is strongly linked to the environment’s quality where applied practices are conducted. Architecture students’ attitude is significantly shaped by the system’s visual and interactional attributes parallel to constructivist and experiential learning. Oriented towards multidimensional problem-solving, engineering students’ attitude is mainly influenced by their efficiency and productivity. Originality/value This research contributes to the knowledge of technology acceptance in online education by exploring students’ attitudes and the less-examined differences between architecture and engineering disciplines. Emphasizing the impact of system quality on online education concerning applied practices, the study also underlines the possible shortcomings of the generalization of approaches. The findings offer insights into tailoring online education more inclusively and effectively by considering discipline-specific applied learning methods.

Distance learning increases access to learning opportunities to the people in different geographical areas, ages and different learning capabilities. Learning management system (LMS) is a web-based tool used to manage implement, and assess online learning and teaching which is suitable for distance environment. LMS provides instructors a platform to create and deliver the course content, assess learners performance and monitor learner involvement. On the other hand, LMS provide the students with ability to access lecture notes, and use communication and interactive features in their learning activities. This study examined the factors that influence distance learning student’s and instructor’s acceptance and use of LMS and tests the applicability of the Technology Acceptance Model (TAM). A survey was conducted to higher education students and instructors who involved in distance learning instruction. This study used a set of questionnaire which was developed based on TAM three factors which are Perceived Usefulness, Perceived Ease of Use and Behavioral Intention to Use. The finding of the survey has shown high acceptance level on LMS among distance learners and instructors. In addition, a regression analysis has revealed that perceived ease of use of the system give a significant impact on perceived usefulness. Furthermore, the Perceived Usefulness of the LMS has led to high Behavioral Intention to Use more than Perceived Ease of Use of LMS among learners. On the other hand, Perceived Ease of Use influences the instructor Behavioral Intention to Use of LMS more than Perceived Usefulness. In addition, the analysis also confirmed that Perceived Ease of Use and Perceived Usefulness have positive effect on Behavioral Intention to Use in both users.