Technology acceptance model in educational context: A systematic literature review

Granić, Andrina; Marangunić, Nikola

doi:10.1111/bjet.12864

Cited by 1,204Technology Adoption and User BehaviourGender and Technology in EducationOnline and Blended Learning

Technology acceptance model in educational context: A systematic literature review

Granić, Andrina, Marangunić, Nikola·2019·British Journal of Educational Technology

DOI 10.1111/bjet.12864

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Abstract

A respectable amount of work dealing with Technology Acceptance Model (TAM) clearly indicates a popularity of TAM in the field of technology acceptance in general. Nevertheless, there is still a gap in existing knowledge regarding representative academic literature that underlie research on TAM in educational context. The main objective of this systematic literature review is to provide an overview of the current state of research efforts on TAM application in the field of learning and teaching for a variety of learning domains, learning technologies and types of users. Through systematic search by the use of EBSCO Discovery Service, the review has identified 71 relevant studies ranged between 2003 and 2018. The main findings indicate that TAM and its many different versions represent a credible model for facilitating assessment of diverse learning technologies. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors affecting acceptance of learning with technology. The paper identifies some gaps in current work and suggests areas for further investigation. The results of this systematic review provide a better understanding of TAM acceptance studies in educational context and create a firm foundation for advancing knowledge in the field. Practitioner Notes: What is already known about this topic Technology acceptance research in teaching and learning context has become an attractive trend. A number of reviews and meta‐analysis focused on specific topics related to technology acceptance in education have been conducted. The Technology Acceptance Model (TAM) is the key model in understanding predictors of human behaviour towards potential acceptance or rejection of the technology. What this paper adds The state of current research on Technology Acceptance Model application in educational context lacks comprehensive reviews addressing variety of learning domains, learning technologies and types of users. The paper presents systematic review of relevant academic literature on Technology Acceptance Model (TAM) in the field of learning and teaching. The paper provides empirical evidence on the predictive validity of the models based on TAM presented in selected literature. The findings revealed that TAM, along with its many different versions called TAM++, is a leading scientific paradigm and credible model for facilitating assessment of diverse technological deployments in educational context. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors that have affected acceptance of learning with technology. Implications for practice and/or policy The systematic review adds to the body of knowledge and creates a firm foundation for advancing knowledge in the field. By following the most common research objectives and/or by filling current gaps in applied research methods, chosen sample groups and types of result analysis, an own study could be conducted. Future research may well focus on identifying additional external factors that could further explain acceptance and usage of various learning technologies.

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Adoption of GAI can be explained within the Technology Acceptance Model as driven by perceived usefulness and ease of use, and these factors outweigh concerns about reliability or risk.
“Within the Technology Acceptance Model (Granić and Marangunić 2019;Marangunić and Granić 2015), we can explain adoption of GAI as driven by perceived usefulness and ease of use, and these factors outweigh concerns about reliability or risk.”
From Widely used but barely trusted: understanding student perceptions on the use of generative AI in higher education (2025) · cites this paper as Granić and Marangunić 2019
TAM has been extensively applied in educational technology research and increasingly in medical education.
“TAM has been extensively applied in educational technology research and increasingly in medical education (Granić & Marangunić, 2019; Lee et al., 2025).”
From Between Co-Intelligence and Cognitive Offloading: Educators’ Perspectives from Dutch Academic Medical Settings on Generative AI, Critical Thinking, and Adult Professional Learning (2026) · cites this paper as Granić & Marangunić, 2019
The Technology Acceptance Model (TAM) holds that technology acceptance is strongly influenced by perceived ease of use (PEU) and perceived usefulness (PU).
“The Technology Acceptance Model (TAM) suggests that technology acceptance is strongly influenced by its perceived ease of use (PEU) and perceived usefulness (PU) (Davis, 1989; Granić & Marangunić, 2019; Venkatesh et al., 2003).”
From Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI (2025) · cites this paper as Granić & Marangunić, 2019
Users' attitudes towards technological advancements are crucial in determining whether they will embrace innovations.
“Users’ attitudes towards technological advancements are crucial in determining whether or not they will embrace innovations (Davis, 1989; Granić & Marangunić, 2019).”
From Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI (2025) · cites this paper as Granić & Marangunić, 2019
One's attitude towards technology can be influenced by its perceived ease of use and perceived usefulness.
“One’s attitude towards technology can be influenced by its perceived ease of use and its perceived usefulness (Davis et al., 1989; Granić & Marangunić, 2019).”
From Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI (2025) · cites this paper as Granić & Marangunić, 2019

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Authors: Granić, A., & Marangunić, N.
Affiliations: University of Split (HR)
Corresponding author: Granić, Andrina
ORCID: Granić, Andrina
Marangunić, Nikola
Venue: British Journal of Educational Technology
Publisher: Wiley
Published: 2019-07-09
Volume: 50
Issue: 5
Pages: 2572-2593
ISSN: 0007-1013 (ISSN-L)
1467-8535
DOI: 10.1111/bjet.12864
OpenAlex: W2957412034
Cited by: 1,204
References: 104
Citations by year: 2026: 253 · 2025: 231 · 2024: 244 · 2023: 210 · 2022: 139 · 2021: 94 · 2020: 30 · 2019: 3
FWCI: 11.67
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: British Journal of Educational Technology (publishedVersion)
Topics: Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
Social Sciences › Gender Studies › Gender and Technology in Education
Social Sciences › Education › Online and Blended Learning
Keywords: technology acceptance model, TAM, educational technology, perceived ease of use, perceived usefulness

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Technology acceptance model in educational context: A systematic literature review

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