IJIET 2026 Vol.16(6): 1445-1452
doi: 10.18178/ijiet.2026.16.6.2610
doi: 10.18178/ijiet.2026.16.6.2610
Evaluating User Acceptance in a Pilot A2-Level German MOOC: TAM as Core Framework with Future Integration of Complementary Models
M. Kharis1,*, Desti Nur Aini1, Sri Prameswari Indriwardhani1, Dudy Syafruddin1,
and Bouchra Aboura2
1. Department of German Language Education, Faculty of Letters, Universitas Negeri Malang, Malang, Indonesia
2. Department of German Language, University of Oran 2 Mohamed Ben Ahmed, Oran, Algeria
Email: m.kharis.fs@um.ac.id (M.K.); desti.nur.fs@um.ac.id (D.N.A.); sri.prameswari.fs@um.ac.id (S.P.I.); dudy.syafruddin.fs@um.ac.id (D.S.); aboura.bouchra@univ-oran2.dz (B.A.)
*Corresponding author
2. Department of German Language, University of Oran 2 Mohamed Ben Ahmed, Oran, Algeria
Email: m.kharis.fs@um.ac.id (M.K.); desti.nur.fs@um.ac.id (D.N.A.); sri.prameswari.fs@um.ac.id (S.P.I.); dudy.syafruddin.fs@um.ac.id (D.S.); aboura.bouchra@univ-oran2.dz (B.A.)
*Corresponding author
Manuscript received September 1, 2025; revised October 10, 2025; accepted December 4, 2025; published June 11, 2026
Abstract—This pilot study investigates user’s acceptance of a German language Massive Open Online Course (MOOC) titled Lese- und Hörübung (Reading and Listening Exercise), developed for A2-level learners and hosted on the platform idmooc. Drawing on the Technology Acceptance Model (TAM), the study explores users’ perceptions of the platform’s usefulness, ease of use, and their behavioral intention to continue using the course. While TAM was the main framework in this study, other models such as the Unified Theory of Acceptance and Use of Technology 3 (UTAUT3), the Recent Advances in Individual Digital Use Acceptance (RAIDUA) model, and the Unified MOOC Utilization Model (UMUM) were also considered as useful perspectives. However, these models were not tested here because of the small number of participants but will be used in future larger studies to give a more complete view of learner acceptance. Data were collected from 12 participants through an online survey consisting of closed- and open-ended items. Given the small sample size, the study is exploratory in nature, aiming to assess the initial feasibility of the course design and to inform future course development and research. Descriptive analysis revealed generally positive learner responses across all TAM constructs, with ease of navigation and clarity of instruction being key factors influencing acceptance. Thematic analysis of open-ended responses further highlighted the importance of visual design, onboarding support, and user experience. The results cannot be generalized to all situations, but they give useful ideas about how students take part in MOOC German courses. They also give some advice for improving digital language classes in schools with limited resources. Future studies should include more participants and look at other ways to evaluate the courses.
Keywords—Massive Open Online Course (MOOC), German as a foreign language, Technology Acceptance Model (TAM), complementary models, online learning
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—Massive Open Online Course (MOOC), German as a foreign language, Technology Acceptance Model (TAM), complementary models, online learning
Cite: M. Kharis, Desti Nur Aini, Sri Prameswari Indriwardhani, Dudy Syafruddin, and Bouchra Aboura, "Evaluating User Acceptance in a Pilot A2-Level German MOOC: TAM as Core Framework with Future Integration of Complementary Models," International Journal of Information and Education Technology, vol. 16, no. 6, pp. 1445-1452, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).