Evaluating Young Students’ E-learning Acceptance in Extracurricular Education using a Modified Technology Acceptance Model

Abstract

The prolonged period of the COVID-19 pandemic has unintentionally promoted a promising future for the e-learning industry. However, few studies have evaluated the acceptance of e-learning in non-school education, especially for young students. Using a modified technology acceptance model (TAM) as a theoretical framework, this case study investigates the influencing factors to determine the e-learning acceptance of young students in extracurricular education. The model was validated by empirical data collected from a mathematics tutoring center in Indonesia for primary and secondary students. While the literature suggests that young students tend to hold enjoyment as the most critical determinant toward their e-learning acceptance, this study shows the contrary result for extracurricular education, in which perceived usefulness becomes the most determining factor. The study also shows a substantial influence of subjective norms and system characteristics on students’ intentions to adopt or reject e-learning.