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| Abstract : Perpustakaan Tuanku Bainun |
| This study presents an extended technology acceptance model to explore the factors influencing the adoption of Chinese Danmaku video sites for self-directed learning (CDSDL) among undergraduate students majoring in primary education. Integrating the Technology Acceptance Model (TAM) with the Task-Technology Fit (TTF) framework and personal cultural values (power distance, uncertainty avoidance, masculinity, and collectivism), the research investigates the sustainability of Chinese CDSDL in higher education through quantitative methods. For this instrument, the questionnaire was adapted from the study by Venkatesh, Kamal and Sumak et al.. A sample of 340 students from three Chinese universities participated in the survey, yielding 312 valid responses. The study used a descriptive analysis through SPSS 22 and AMOS 22 to discover current students_ views using CDSDL by comparing them with the mean value. The study reveals significant insights into the factors driving the acceptance of Chinese CDSDL for sustainability. Results demonstrate that perceived usefulness, facilitating conditions, social influence, and student satisfaction exert positive influences on the acceptance of Chinese CDSDL. Moreover, uncertainty avoidance, power distance, and collectivism indirectly impact acceptance by influencing perceived usefulness and perceived ease of use. While perceived usefulness and perceived ease of use emerge as primary determinants of technology acceptance, the research underscores the importance of additional factors for sustainable adoption in higher education contexts. By emphasizing environmental and experiential aspects, the study highlights the need to create conducive conditions where students feel empowered and supported to continually engage with resources that offer meaningful learning experiences. Overall, this research contributes to the advancement of technology acceptance theories by shedding light on the multifaceted dynamics influencing students' acceptance of new platforms for self-directed learning. By identifying key factors and their interplay, the study provides valuable insights for educators, policymakers, and platform developers seeking to enhance the sustainability and effectiveness of self-directed learning initiatives in higher education settings. |
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