Teacher Trainee's Acceptance of Interactive eBooks for Teaching: An Analysis Using the Modified Technology Acceptance Model (TAM)

Abstract

The current empirical study utilized the Technology Acceptance Model (TAM) to investigate teacher trainees' acceptance of interactive eBooks for teaching. The study investigated the relationships among variables such as attitude toward using interactive eBooks, perceived ease of use, perceived usefulness, enjoyment, perceived self-efficacy, and behavioural intention to use. A sample consisting of 89 teacher trainees studying in diploma and bachelor’s teacher training programs from two private and public universities in Malaysia participated in the study. The TAM model, which involves seven hypotheses, was tested using the Partial Least Square Structural Equation Modelling approach (PLS-SEM). The key findings of this empirical study confirmed that attitude influences both behaviour intention to use, and perceived self-efficacy of teacher trainees in teaching using interactive eBooks.  Besides, the study confirmed a direct effect of ease of use on the level of enjoyment and a direct effect of perceived usefulness on the perception of ease of use. The study findings shed light on preparing teacher trainees for technology-integrated teaching.