Understanding Students’ Technology Acceptance Behaviour : A Meta-Analytic Study

Students' acceptance of various technologies in their learning process has long been of interest to academics and practitioners. Amongst other models, the Technology Acceptance Model (TAM) has predominated in this area. Nevertheless, there has not been a single empirical study that has analyzed and compiled the results of all these TAM-based studies. As a result, we perform a comprehensive meta-analysis and apply Meta-Analytic Structural Equation Modelling (MASEM) for a conceptual framework to assess an effect size of 2,462 and a total sample size of 158,096 from 299 primary studies. Our findings reveal that enjoyment is the most prominent antecedent of TAM that plays a critical role in students’ technology acceptance behavior. Further, several methodological, cultural, and contextual moderators were confirmed. We then address the implications of these findings for both research and practice