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首页> 外文会议>International Technology, Education and Development Conference >(1130.pdf) AN ADOPTION OF THE TAM MODEL TO DETERMINE THE INFLUENCE OF PSYCHOLOGICAL, SOCIAL, TECHNICAL, CULTURAL AND INSTITUTIONAL FACTORS ON STUDENTS' ACCEPTANCE OF E -LEARNING IN INSTITUTIONS OF HIGHEREDUCATION IN SAUDI ARABIA
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(1130.pdf) AN ADOPTION OF THE TAM MODEL TO DETERMINE THE INFLUENCE OF PSYCHOLOGICAL, SOCIAL, TECHNICAL, CULTURAL AND INSTITUTIONAL FACTORS ON STUDENTS' ACCEPTANCE OF E -LEARNING IN INSTITUTIONS OF HIGHEREDUCATION IN SAUDI ARABIA

机译：（1130.PDF）通过TAM模型，以确定在沙特阿拉伯高级教育机构的学生接受学生e-searning的心理学，社会，技术，文化和制度因素的影响

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摘要

The purpose of this study was to investigate the influence of psychological, social, technical, culturaland institutional factors on the students' acceptance of E-learning in institutions of higher education inSaudi Arabia. Data was collected from 480 students at five universities in Saudi Arabia by using multistage stratified random sampling. Several statistical techniques were used including t-tests, one-wayANOVA, bivariate correlation, and multiple regression analyses. The t-test results showed statisticallysignificant differences in students' E-learning acceptance based on their major and internet experiencewhile students' gender, computer and E-learning experience did not indicate any significantdifferences. The correlation analysis indicated that the relationships between the psychological, social,technological, cultural and institutional factors were significant. The simple linear regression revealedthat, technological, social and psychological factors significantly contributed to the students'acceptance of E-learning while the cultural factor did not. Hierarchical regression results indicatedthat attitude significantly mediated the relationship between the TAM main constructs and thestudents' E-learning acceptance. Based on the findings, it is suggested that, among others, highereducational institutions should take into consideration the influence of technological, institutional,social and psychological factors in the process of implementing E-learning.
机译：本研究的目的是调查心理，社会，技术，文化制度因素对学生接受高等教育insaudi阿拉伯学生电子学习的影响。通过使用多级分层随机抽样，在沙特阿拉伯五所大学的480名学生中收集了数据。使用了几种统计技术，包括T检验，单航，双变量相关性和多元回归分析。基于他们的主要和互联网体验的性别，计算机和电子学习经验，T-Test结果表明学生电子学习接受的统计差异差异差异，计算机和电子学习经验并未表明任何显着性。相关性分析表明，心理，社会，技术，文化和制度因素之间的关系是显着的。简单的线性回归揭示了，技术，社会和心理因素显着促成了电子学习的学生的关卡，而文化因素没有。分层回归结果表明，态度显着介导TAM主要构建与洞穴电子学习接受之间的关系。基于调查结果，建议，除此之外，高等教育机构应考虑到在实施电子学习过程中的技术，体制，社会和心理因素的影响。

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