Adoption of SPACE-learning management system in education era 4.0: an extended technology acceptance model with self-efficacy

Abstract

The COVID-19 pandemic has caused constraints on education that takes place face-to-face; thus, the learning process has been conducted online. With this emergence, an application-based learning tool called a Learning Management System (LMS) was created to cater to the requirements of distant students. Therefore, this study explores how SPACE-LMS is used in the Teacher Professional Education Program (TPEP) and how it interacts with the Technology Acceptance Model (TAM) and self-efficacy. This study collected data from TPEP participants in the province of West Sumatra-Indonesia from the 2022 cohort, and 245 individuals actively participated. As the quantitative method, Partial Least Square-Structural Equation Modeling (PLS-SEM) analysis with SmartPLS software was used to test and predict the conceptual model. The empirical findings demonstrate that the readiness of adopting SPACE influences perceived ease of use (PEU) and perceived usefulness (PU). Self-efficacy (SE) influences PEU and intention to use (ITU); PEU influences PU; PEU influences attitudes toward users (ATT); and PU influences ATT. Interestingly, PU had no impact on the ITU. The desire of TPEP students to use the SPACE-LMS is also influenced by their sense of self-efficacy. Thus, this study has both theoretical and practical implications.