Abstract
Education and learning have been significantly impacted by ICT. The purpose of this project is to create a new model and conduct confirmatory factor analysis in order to better understand how students utilize ICT in the classroom. An additional aim is to study, based on students’ attitudes and aspirations to utilize ICT for digital learning, their fundamental computer abilities, media-related skills, WBS, and adoption of digital learning technologies, by surveying students at Bisha University and King Faisal University. Structural equations modeling (SEM)-AMOS was used to survey 711 university students, and this study used an improved version of the Technology Acceptance Paradigm (TAM) approach as its research paradigm, as well as quantitative data collection and analytic methodologies. Students’ comments were divided into seven categories and analyzed to identify their attitudes toward and intentions for using ICT in learning environments. BCS, media-related abilities, and WBS all had a substantial influence on perceived usefulness and perceived ease of use, according to the research. This model, which was based on research, was successful in describing students’ attitudes and intentions about using ICT for digital learning.
Highlights
Teachers are required to use information and communication technology (ICT) for both teaching and administration in today’s educational institutions [1]
In addition to data on student perceptions of utilizing ICT for digital learning, the Technology Acceptance Paradigm (TAM) model was verified in terms of educational sustainability
The benefits of the TAM were highlighted in this article, along with fresh information on user adoption and the use of ICT for digital learning
Summary
Teachers are required to use ICT for both teaching and administration in today’s educational institutions [1]. According to Hermans et al [4], ICT play a mediating role in educators’ acceptance of educational technologies This involves framing how they arrive at such academic decisions such as lesson planning, implementation system, and evaluation approaches, as well as processes for ICT incorporation in the classroom. According to Munoz-Miralles et al [5], advances in ICT have resulted in a variety of benefits, including new means of communication, function, and learning. They are beneficial to universities in providing comprehensive and efficient training to students who will become technological specialists in the near future.
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