Evaluation of E-Learning Technology Acceptance: A Cross-Sectional Study on Students of Mashhad Dental School Based on TAM Technology Acceptance Model

Background: Ever since the COVID-19 pandemic, universities across the world have incorporated virtual learning technology approaches in to their teaching methods. This study aimed to investigate the acceptance of e-education learning technology among dental students. Methods and Materials: This descriptive cross-sectional study was conducted from August-November 2021 and included students attending Mashhad Dental School, Mashhad, Iran during this period. Students who had at least two years of long distance and virtual learning experience, were eligible to participate. This study used the Technology Acceptance Model (TAM) framework to assess the acceptance of e-learning. Davis's TAM (1986) scales were used to collect data. This questionnaire consisted of nine constructs: personal, social and organizational factors, innovativeness, perceived usefulness, perceived ease of use, attitude toward using, behavioral intention and actual use. Each question received a score of 1-5. The participants’ demographic and academic information, including their gender, grade point average (GPA) and year of university, were recorded. ANOVA, Pearson’s correlation coefficient and Student’s T-test were used for statistical analysis. Results: A total of 252 students completed the study. The majority (n=181, 71%) of students demonstrated good acceptance of virtual education technology. The mean acceptance score was 3.38 ± 0.7. Perceived usefulness received the highest mean score (3.78 ± 0.81), while organizational factors scored lowest (2.6 ± 1.05). No significant differences were found in technology acceptance scores based on gender (P=0.53) or year of entry (P=0.32). Innovation characteristics (r=-0.17, P=0.005), perceived ease of use (r=-0/13, p=0/02), attitude towards technology (r=-0/14, p=0/02), and intention to use (r=-0/12, p=0/04) showed minor but statistically significant and negative correlations with students' GPAs. Social and organizational factors indicated moderate acceptance with mean scores ranging from 2-3. Conclusion: Dental students exhibited a good level of acceptance regarding the use of e-learning technology. Improving social and organizational components can increase the adoption of e-learning technology.