Analyzing the Implementation of PLS-SEM in Educational Technology Research: A Review of the Past 10 Years
This systematic review examines the application of Partial Least Squares Structural Equation Modeling (PLS-SEM) in educational technology research from 2013 to 2023. Following PRISMA guidelines, 57 studies were selected from Scopus and Web of Science databases. The review process involved rigorous s...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2025-06-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440251345950 |
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| Summary: | This systematic review examines the application of Partial Least Squares Structural Equation Modeling (PLS-SEM) in educational technology research from 2013 to 2023. Following PRISMA guidelines, 57 studies were selected from Scopus and Web of Science databases. The review process involved rigorous screening, data extraction, and analysis using quantitative and qualitative methods. Findings reveal a growing prominence of PLS-SEM, with researchers leveraging its advantages to handle complex models, small samples, and non-normal data. The geographic distribution showcases diverse contributions, with Malaysia, China, Taiwan, Pakistan, and Spain leading. Studies were categorized into five research themes: Technology Adoption and Use, Online Learning Systems and Usage, Social Network and Communication Tools, Performance and Satisfaction, and Competence and Attitudes. However, gaps exist in formative model evaluation and predictive relevance reporting. SmartPLS dominates software usage, reflecting conformity over diversity. Participants emphasize university students, teachers, and professionals. In conclusion, this review highlights PLS-SEM’s valuable role in educational technology research while identifying areas for improvement in rigor, transparency, and diversity. Recommendations are provided for practitioners and researchers to enhance the quality and impact of PLS-SEM studies. Continued investigation is warranted to align with the advancing complexity of educational technology research. |
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| ISSN: | 2158-2440 |