Abstract—The purpose of this research is to fill the gap in the Technology Acceptance Model (TAM) in the context of multimedia-based learning in higher education. An additional variable - namely, subjective norm, has been added to TAM, and one of the main criticisms by the earlier researchers of it was that the model does not account for the human and social aspects of technology acceptance. The model has been empirically tested by the positivist paradigm of research using a sample size of 206 students in higher education in Kuwait, based on the convenience sampling method. A questionnaire survey through Google forms has been adopted to collect the quantitative data required for the study. The data was analyzed using the Structural Equation Modelling (SEM) technique. Nine hypotheses were postulated based on the extended TAM, among which six hypotheses were supported, and accordingly, the model has been fine-tuned. The most important finding of the study is that subjective norm has a significant and positive impact on both perceived ease of use and attitude towards the use of multimedia-based learning systems; however, the subjective norm has no direct significant influence on the intention to use. The hypothesis testing results have led to practical implications in the form of suggestions to technology managers in multimedia-based learning to enhance system use. The research has both theoretical and practical implications, and hence, will be useful to both academicians and practitioners.
Index Terms—Actual system use, attitude towards use, intention to use, multimedia-based learning, perceived ease of use, perceived usefulness, subjective norm, technology acceptance model.
Rabab Alsaffar and Naser Ali are with Educational Technology Department, Public Authority for Applied Education and Training, Kuwait (e-mail: email@example.com, firstname.lastname@example.org).
Ali Alfayly is with the Computer Science Department, Public Authority for Applied Education and Training, Kuwait (e-mail: Ah.email@example.com).