Acceptance of personalized e-learning systems: a case study of concept-effect relationship approach on science, technology, and mathematics courses

Abstract

Current scholars to propose testing and diagnosing conceptual learning problem approaches with personalized e-learning systems designed for providing proper guidance to individual students are growing. The benefits of personalized e-learning systems have also been discussed in various previous studies. Students’ perceptions of the personalized e-learning environment with drawing perspectives on the technology acceptance model still need to be examined to reveal findings from various cohorts. Therefore, a conceptual technology acceptance model was employed to investigate students’ perceived ease of use, usefulness, attitude, and behavioral intention to use the personalized e-learning systems based on the concept-effect relationship approach in this study. Using a validated questionnaire, the stepwise multiple regression technique was applied to 1175 sample data collected from primary school, secondary school, and university settings in Thailand. The results showed that perceived ease of use and usefulness affects students’ attitudes toward and behavioral intention to use the personalized e-learning system. This study highlights that the concept-effect relationship approach could detect causes of learning failure and provide learning paths corresponding to students’ conceptual learning problems. It led to students’ perceived usefulness of learning guidance generated by the personalized e-learning systems based on the concept-effect relationship approach. The findings from this study will be discussed to further implementation by concerning proper learning strategy to facilitate the students’ learning in the personalized e-learning systems based on the concept-effect relationship approach.