标题：Causal Relationship Model of the Information and Communication Technology Skill Affect the Technology Acceptance Process in the 21ST Century for Undergraduate Students
其他标题：Causal Relationship Model of the Information and Communication Technology Skill Affect the Technology Acceptance Process in the 21ST Century for Undergraduate Students
期刊名称：International Journal of Emerging Technologies in Learning (iJET)
印刷版ISSN：1863-0383
出版年度：2015
卷号：10
期号：1
页码：68-71
语种：English
出版社：Kassel University Press
摘要：The objective of this study is to design a framework for a causal relationship model of the Information and Communication Technology skills that affect the Technology Acceptance Process (TAP) for undergraduate students in the 21ST Century. This research uses correlational analysis. A consideration of the research methodology is divided into two sections. The first section involves a synthesis concept framework for process acceptance of the causal relationship model of the Information and Communication Technology skills that affect the Technology Acceptance Process for undergraduate students in the 21ST Century. The second section proposes the design concept framework of the model. The research findings are as follows: 1) The exogenous latent variables included in the causal relationship model of the Information and Communication Technology skills that affect the Technology Acceptance Process for undergraduate students in the 21ST Century are basic ICT skills and self-efficacy. 2) The mediating latent variables of the causal relationship model of the Information and Communication Technology skills that affect the Technology Acceptance Process for undergraduate students in the 21ST Century are from the TAM Model, these includes three components: 1) perceived usefulness, 2) perceived ease of use and 3) attitudes. 3) The outcome latent variable of the causal relationship model of the Information and Communication Technology skills that affect the Technology Acceptance Process for undergraduate students in the 21ST Century is behavioural intention.
