ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Exploring Learner Acceptance and Experience in MOOCs among Higher Vocational Students from a TAM Perspective: A Case Study of College English Course
Provisionally accepted
- The Open University of Sichuan, Chengdu, China
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This study investigates higher vocational students' acceptance of a College English MOOC through the Technology Acceptance Model (TAM). A survey of 434 students was analyzed using Structural Equation Modeling (SEM). The findings confirm core TAM relationships: Perceived Ease of Use (PEOU) significantly enhances Perceived Usefulness (PU), which in turn fosters a positive Attitude Toward Use (ATU) and increases Intention to Use (IU). Furthermore, IU positively impacts the Learning Experience (LE). A key discovery is the negative effect of ATU on LE, suggesting that initial attitude alone does not guarantee a positive experience, which may be more critically shaped by course content and instructional design. This study enriches the TAM literature within vocational education and provides practical insights for developing MOOCs that better meet the needs of vocational learners.
Keywords: Technology acceptance model (TAM), MOOCs, Learning experience, Higher vocational education, structural equation modeling (SEM)
Received: 08 Jun 2025; Accepted: 03 Nov 2025.
Copyright: © 2025 Hou. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Shuhua Hou, 305143316@qq.com
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