UNDERSTANDING ACTUAL E-LEARNING ADOPTION: A COMPREHENSIVE TAM-BASED INVESTIGATION OF PRE-SERVICE MATHEMATICS TEACHERS

Year 2026, Volume: 27 Issue: 2 , 157 - 181 , 01.04.2026

Ega Gradini , Julia Noviani , Mailizar Mailizar

https://izlik.org/JA72DU53FC

Abstract

This study investigates the determinants of e-learning adoption among pre-service mathematics teachers through an extended Technology Acceptance Model (TAM) framework. Using structural equation modeling with data collected from 508 pre-service mathematics teachers in Indonesia, we examined thirteen hypothesized relationships between system accessibility, enjoyment, perceived ease of use, perceived usefulness, attitude toward using, behavioral intention, and actual system usage. Results revealed that system accessibility (β = 0.535) and enjoyment (β = 0.319) significantly predicted perceived ease of use, explaining 58.9% of its variance. Perceived usefulness was primarily influenced by enjoyment (β = 0.468), perceived ease of use (β = 0.323), and system accessibility (β = 0.165). Attitude toward using was significantly affected by perceived usefulness (β = 0.489) and perceived ease of use (β = 0.265), while behavioral intention was predominantly determined by perceived usefulness (β = 0.469), attitude toward using (β = 0.277), and perceived ease of use (β = 0.106). Notably, the relationship between behavioral intention and actual system usage was borderline significant (β = 0.082, p = 0.050), supporting critique of TAM’s limited ability to predict actual use. These findings highlight the importance of developing accessible, enjoyable mathematics e-learning systems while acknowledging the complex relationship between intention and actual usage behavior.

Keywords

Technology acceptance model , e-learning , actual system usage , enjoyment , system accessibility

Ethical Statement

The authors confirm that this manuscript has been prepared in accordance with strict ethical research principles. All data used in this study were obtained through legitimate research practices, conducted with appropriate consent, and in compliance with relevant ethical guidelines. No data or information has been concealed or manipulated in this manuscript. All authors have made significant contributions to this research and have approved the submitted manuscript. There are no relevant conflicts of interest affecting the research or its outcomes.

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