Students' Perception and Acceptance of B-Learning in Engineering Mathematics: A TAM-Based Approach
DOI:
https://doi.org/10.18050/eduser.v11n1a6Keywords:
b-learning, TAM, mathematics education, engineering, technology acceptanceAbstract
This study investigates the acceptance of b-learning in mathematics courses for engineering students, utilizing the Technology Acceptance Model (TAM) as the theoretical framework. A sample of 153 students from a technological university in Mexico was analyzed, focusing on key constructs such as Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Social Influence (SI), Facilitating Conditions (FC), Attitude Toward Use (AT), and Behavioral Intention (BI). The results demonstrate that TAM is a reliable predictor of b-learning acceptance, with an instrument reliability index of α = 0.9, supporting its capacity to identify the variables influencing the adoption of this educational modality. The analysis revealed that students' attitude toward b-learning is a significant determinant of their intention to learn mathematics through this method, while social influence, although relevant, did not show a direct relationship with their attitude toward learning. Facilitating conditions, including internet access and instructor support, positively impacted the perceived usefulness and ease of use of b-learning. These findings highlight the importance of ensuring adequate technological resources and institutional support to maximize the effectiveness of b-learning in mathematics education. Future research is recommended to explore additional predictive variables not considered in this study, for a more comprehensive analysis of TAM in educational contexts.
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