Abstract
ABSTRACT This research intends to investigate factors affecting students’ behavioural intentions to use a massive open online courses (MOOCs) system. Integrating the technology acceptance model (TAM) with the innovation diffusion theory (IDT), the present research proposes an extended technology acceptance model. Testing of data collected from 1148 students using (MOOCs) system in Malaysia achieved the research objective. The findings obtained via a quantitative research method, based on analysing the results using a Structure Equation Modeling (SEM). The outcomes reveal that six views of novelty features swayed students’ a (MOOCs) scheme behavioural objective. The properties of the relative advantages, intricacy, trialability, observability, compatibility, and perceived enjoyment on the perceived ease of use are significant. Also, the effects of the relative advantages, complexity, trialability, observability, compatibility, and perceived enjoyment on the usefulness have a substantial impact. Therefore, the practical outcomes offer robust backing for the integrative method between TAM and IDT. The results recommend a prolonged model of TAM with IDT for the taking of MOOCs) system used to improve students learning performance, which can help decision makers in higher education, universities and colleges to planning, evaluating and executing the use of (MOOCs) systems.
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