Examining the Effects of Habit and Self-Efficacy on Users’ Acceptance of a Map-Based Online Learning System via an Extended TAM
Digital maps have become important teaching and learning tools in education. However, limited research has examined the factors influencing learners’ acceptance of map-based online learning systems. This study proposes and validates an extended Technology Acceptance Model (TAM) that integrates two p...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-07-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/7/828 |
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| author | Wenhui Xu Ke Zhu Dongbo Zhou Chunli Wang Chaodong Wen |
| author_facet | Wenhui Xu Ke Zhu Dongbo Zhou Chunli Wang Chaodong Wen |
| author_sort | Wenhui Xu |
| collection | DOAJ |
| description | Digital maps have become important teaching and learning tools in education. However, limited research has examined the factors influencing learners’ acceptance of map-based online learning systems. This study proposes and validates an extended Technology Acceptance Model (TAM) that integrates two psychological constructs—habit and self-efficacy—into the original TAM framework to better explain students’ behavioural intention to use a map-based online learning system (Map-OLS). Structural equation modelling (SEM) was employed to analyse data from 812 participants with prior online learning experience. The results indicated that perceived ease of use (PEoU) and perceived usefulness (PU) had direct positive effects on the behavioural intention to use Map-OLS. PEoU positively affected PU and indirectly influenced behavioural intention to use Map-OLS via PU. Both habit and self-efficacy had significantly positive influences on PEoU and PU. Self-efficacy also directly influenced the behavioural intention to use Map-OLS. This study makes a theoretical contribution by extending and empirically validating TAM in the context of map-based learning environments, while also offering practical insights for designing more engaging and effective online learning systems. |
| format | Article |
| id | doaj-art-b895bef6bf7145668e837461de5f8e8f |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-b895bef6bf7145668e837461de5f8e8f2025-08-20T03:36:18ZengMDPI AGEducation Sciences2227-71022025-07-0115782810.3390/educsci15070828Examining the Effects of Habit and Self-Efficacy on Users’ Acceptance of a Map-Based Online Learning System via an Extended TAMWenhui Xu0Ke Zhu1Dongbo Zhou2Chunli Wang3Chaodong Wen4Faculty of Education, Henan Normal University, Xinxiang 453007, ChinaFaculty of Education, Henan Normal University, Xinxiang 453007, ChinaFaculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, ChinaFaculty of Education, Henan Normal University, Xinxiang 453007, ChinaFaculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, ChinaDigital maps have become important teaching and learning tools in education. However, limited research has examined the factors influencing learners’ acceptance of map-based online learning systems. This study proposes and validates an extended Technology Acceptance Model (TAM) that integrates two psychological constructs—habit and self-efficacy—into the original TAM framework to better explain students’ behavioural intention to use a map-based online learning system (Map-OLS). Structural equation modelling (SEM) was employed to analyse data from 812 participants with prior online learning experience. The results indicated that perceived ease of use (PEoU) and perceived usefulness (PU) had direct positive effects on the behavioural intention to use Map-OLS. PEoU positively affected PU and indirectly influenced behavioural intention to use Map-OLS via PU. Both habit and self-efficacy had significantly positive influences on PEoU and PU. Self-efficacy also directly influenced the behavioural intention to use Map-OLS. This study makes a theoretical contribution by extending and empirically validating TAM in the context of map-based learning environments, while also offering practical insights for designing more engaging and effective online learning systems.https://www.mdpi.com/2227-7102/15/7/828online learningmap-based online learning systemtechnology acceptance modelstructural equation modelbehavioural intention |
| spellingShingle | Wenhui Xu Ke Zhu Dongbo Zhou Chunli Wang Chaodong Wen Examining the Effects of Habit and Self-Efficacy on Users’ Acceptance of a Map-Based Online Learning System via an Extended TAM Education Sciences online learning map-based online learning system technology acceptance model structural equation model behavioural intention |
| title | Examining the Effects of Habit and Self-Efficacy on Users’ Acceptance of a Map-Based Online Learning System via an Extended TAM |
| title_full | Examining the Effects of Habit and Self-Efficacy on Users’ Acceptance of a Map-Based Online Learning System via an Extended TAM |
| title_fullStr | Examining the Effects of Habit and Self-Efficacy on Users’ Acceptance of a Map-Based Online Learning System via an Extended TAM |
| title_full_unstemmed | Examining the Effects of Habit and Self-Efficacy on Users’ Acceptance of a Map-Based Online Learning System via an Extended TAM |
| title_short | Examining the Effects of Habit and Self-Efficacy on Users’ Acceptance of a Map-Based Online Learning System via an Extended TAM |
| title_sort | examining the effects of habit and self efficacy on users acceptance of a map based online learning system via an extended tam |
| topic | online learning map-based online learning system technology acceptance model structural equation model behavioural intention |
| url | https://www.mdpi.com/2227-7102/15/7/828 |
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