EXPLORING THE ROLE OF TECHNOLOGY ACCEPTANCE IN SELF-DIRECTED LEARNING

EXPLORING THE ROLE OF TECHNOLOGY ACCEPTANCE IN SELF-DIRECTED LEARNING

Bui Thi Thuy Hang hang.buithithuy@hust.edu.vn Hanoi University of Science and Technology No.01, Dai Co Viet, Bach Mai ward, Hanoi, Vietnam
Summary: 
Self-directed learning is considered one of the core competencies that enables learners to adapt to the continuous, unpredictable changes of the digital era. This study aims to examine the impact of technology acceptance on self-directed learning with technology, as well as its mediating role in the relationship between technology acceptance and self-directed learning, using structural equation modeling. The sample consisted of 337 undergraduate students are participating in a blended learning course. The results indicate that technology self- efficacy influences technology acceptance, which in turn affects self-directed learning with technology and self directed learning. Technology self-efficacy has an indirect effect on self- directed learning with technology, while technology acceptance has an indirect effect on self- directed learning. These findings highlight the need to equip learners with digital competence and to integrate learning strategies such as self-management and intentional learning with technology into teaching practices.
Keywords: 
self-directed learning
self-directed learning with technology
technology acceptance
technology self-efficacy.
Refers: 

[1] Abdullah, F. & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GET AMEL) by Analysing Commonly Used External Factors. Computers in Human Behavior, 56, pp.238–256. https://doi.org/10.1016/j.chb.2015.11.036.

[2] Ali, I., Warraich, N. F. & Butt, K. (2025). Acceptance and Use of Artificial Intelligence and AI based Applications in Education: A Meta analysis and Future Direction. Information Development, 41(3), pp.859–874.

[3] Bonk, C. J., Lee, M. M., Kou, X., Xu, S. & Sheu, F.-R. (2015). Understanding the Self-Directed Online Learning Preferences, Goals, Achievements, and Challenges of MIT Open Course Ware Subscribers. Journal of Educational Technology & Society, 18(2), pp.349–368.

[4] Bunea, M., Ionescu-Feleaga, L. & Ionescu, B.-S. (2021). The IoT Technologies Acceptance in Education by the Students From the Economic Studies in Romania. Amfiteatru Economic, 23, pp.342–359. https://doi.org/10.24818/EA/2021/57/342.

[5] Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), pp.319–340. https://doi.org/10.2307/249008.

[6] Esiyok, E., Gokcearslan, S. & Kucukergin, K. G. (2025). Acceptance of Educational Use of AI Chatbots in the Context of Self-Directed Learning with Technology and ICT Self-Efficacy of Undergraduate Students. International Journal of Human–Computer Interaction, 41(1), pp.641–650. https://doi.org/10.1080/10447318.2024.2303557.

[7] Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Gebhardt, E. (2014). Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study International Report. Springer Nature. https://doi.org/10.1007/978-3 319-14222-7.

[8] Gokcearslan, S. (2017). Perspectives of Students on Acceptance of Tablets and Self- directed Learning with Technology. Contemporary Educational Technology, 8, pp.40–55. https://doi.org/10.30935/ cedtech/6186.

[9] Information Technology: Toward A Unified View1. MIS Quarterly, 27, pp.425–478. https://doi. org/10.2307/30036540.

[10] Jiang, M. Y., Jong, M. S., Lau, W. W., Meng, Y., Chai, C. & Chen, M. (2021). Validating the General Extended Technology Acceptance Model for E-Learning: Evidence From an Online English as a Foreign Language Course Amid COVID-19. Frontiers in Psychology, 12. https://doi.org/10.3389/ fpsyg.2021.671615.

[11] Kasilingam, D. (2020). Understanding the Attitude and Intention to use Smartphone Chatbots for Shopping. Technology in Society, 62, 101280. https:// doi.org/10.1016/j.techsoc.2020.101280.

[12] Knowles, M. S. (1975). Self-Directed Learning: A Guide for Learners and Teachers. Association Press, 291 Broadway, New York, New York 10007.

[13] Lee, C., Yeung, A. S. & Ip, T. (2017). University English Language Learners’ Readiness to Use Computer Technology for Self-directed Learning. System, 67, pp.99–110. https://doi.org/10.1016/j. system.2017.05.001.

[14] Lee, H. & Bonk, C. J. (2024). Fostering Self-directed Learning Competencies among Preservice Teachers through Reflective Practice and Technology-mediated Collaborative Learning. Technology, Pedagogy and Education, 33(5), pp.595–611. https://doi.org/10.1080/147593 9X.2024.2362853.

[15] Lounsbury, J. W., Levy, J. J., Park, S.-H., Gibson, L. W. & Smith, R. (2009). An Investigation of the Construct Validity of the Personality Trait of Self-directed Learning. Learning and Individual Differences, 19(4), pp.411–418.

[16] Martin, K., Galentino, R. & Townsend, L. (2014). Community College Student Success: The Role of Motivation and Self-Empowerment. Community College Review, 42(3), pp.221–241. https://doi. org/10.1177/0091552114528972.

[17] Morris, T. H. (2019). Self-directed Learning: A Fundamental Competence in a Rapidly Changing World. International Review of Education, 65(4), pp.633–653. https://doi.org/10.1007/s11159-019 09793-2.

[18] Murray, G. (2014). The Social Dimensions of Learner Autonomy and Self-Regulated Learning. Studies in Self-Access Learning Journal, 5, pp.320–341. https:// doi.org/10.37237/050402.

[19] Pan, X. (2020). Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology Based Self-Directed Learning: Learning Motivation as a Mediator. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.564294.

[20] Rashid, T. & Asghar, H. M. (2016). Technology Use, Self-directed Learning, Student Engagement and Academic Performance: Examining the Interrelations. Computers in Human Behavior, 63, pp.604–612. chb.2016.05.084.

[21] Sumuer, E. (2018). Factors Related to College Students’ Self-directed Learning with Technology. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.3142.

[22] Timothy, T., Chee, T. S., Beng, L. C., Sing, C. C., Ling, K. J. H., Li, C. W. & Mun, C. H. (2010). The Self directed Learning with Technology Scale (SDLTS) for Young Students: An Initial Development and Validation. Computers & Education, 55(4), pp.1764 1771.

[23] Venkatesh, V. & Davis, F. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46, pp.186–204. https://doi.org/10.1287/ mnsc.46.2.186.11926.

[24] Wladis, C., Conway, K. M. & Hachey, A. C. (2016). Assessing Readiness for Online Education— Research Models for Identifying Students at Risk. Online Learning, 20(3), pp.97–109.

Articles in Issue