Views: 81 Downloads: 27

Abstract

The rapid integration of educational technology (EdTech) into health sciences curricula has intensified interest in how technology adoption translates into meaningful learning outcomes. This study applies the Technology Acceptance Model (TAM) to examine how Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) influence Learning Outcomes (LO) through the mediating role of Student Engagement (SE), while investigating Digital Literacy (DL) as a moderator of the PU–SE relationship. Grounded in TAM, Self-Determination Theory, and engagement theory, we develop and test nine hypotheses using Partial Least Squares Structural Equation Modeling (PLS-SEM) on survey data from 312 pharmacy and health sciences students in Vietnamese universities. All nine hypotheses are supported. PU significantly enhances SE (β = 0.421, p < .001) and LO (β = 0.287, p < .001). PEOU drives both PU (β = 0.463, p < .001) and SE (β = 0.318, p < .001). SE substantially advances LO (β = 0.512, p < .001), and fully mediates both PU–LO and PEOU–LO relationships. Serial mediation through PU and SE is also confirmed (β = 0.100, p < .001). Digital literacy amplifies the PU–SE relationship (β = 0.171, p < .001). The model explains 54.3% of LO variance and 49.7% of SE variance. These findings extend TAM into health sciences education, establish SE as the primary mechanism linking technology acceptance to outcomes, and demonstrate DL as a critical boundary condition for EdTech effectiveness‎.

Keywords: Technology acceptance model, EdTech adoption, Student engagement, Learning outcomes, Digital literacy

Citation Formats: