Abstract
This study applied the technology acceptance model to the cyber–physical integration technique in an automation platform. A total of 34 students from a technological university in central Taiwan responded to a survey following the completion of a six-week teaching course. The course helps students develop cyber–physical integration concepts and improve their learning outcomes. Data were collected to examine the path relationships among all variables (i.e., perceived enjoyment, perceived usefulness, perceived ease of use, attitude toward using, and behavioral intention to use) influencing the acceptance of the automation platform learning. Noteworthily, there is a correlation between the dimensions of the technology acceptance model, and all hypotheses are valid.
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