Using the Technology Acceptance Model to Understand Chinese Students’ Attitudes Toward Adaptive Learning

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Abstract

Adaptive learning is increasingly perceived as a promising technology to provide personalized instruction. This manuscript uses the technology acceptance model (TAM) to explore Chinese middle school students’ attitudes towards an adaptive learning system. Participants were 293 students in 7th and 8th grade in China. Findings generally supported the TAM model’s validity and extend this literature to Chinese middle school students using an adaptive learning system. Subjective norms predicted students’ technology acceptance, suggesting that while adaptive learning content is individualized there is a social component to the user experience. Further, prior content knowledge was related to perceived usefulness and ease of use, suggesting that additional system adaption may be needed to ensure an equally useable and useful experience for all learners.

Authors

• Shuai Wang, Shanghai Jiao Tong University

• Claire Christensen, SRI International

• Siqi Shen, Vanderbilt University

• Haiwen Wang, SRI International

• Jessica L. Mislevy, SRI International

• Richard Tong, Squirrel AI Learning

• Wei Cui