Students Acceptance of Google Classroom: An Exploratory Study using PLS-SEM Approach
Open accessAbstract
Google classroom can work in unidirectional process as it can serve the teachers’ strategies and styles on one hand and students’ perception, understanding, and effective participation in different classroom skills on the other hand. The ac-ceptance of Google classroom is affected by different factors. Some of them are still not clearly specified and discussed in previous research; therefore, they need further investigation. Based on the previous assumption, this study is an attempt to examine the factors that affect the students’ acceptance of Google classroom at Al Buraimi University College (BUC) in Oman. The Technology Acceptance Model (TAM) was adopted to formulate the hypotheses of the current study. The data was collected through an online questionnaire with 337 respondents. The Partial Least Square-Structural Equation Model (PLS-SEM) approach was used to assess both the measurement and structural models. The results of the study prove that both the perceived ease of use (PEOU) and perceived usefulness (PU) positively influence the behavioral intention, which in turn influence the actual usage of Google classrooms. This study helps the decision makers of the higher educational institutions to have a better understanding of the effectiveness of us-ing Google classroom by their students. It is assumed that it helps in measuring the level of students’ acceptance to the previously mentioned technology.
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Google Classroom improves class dynamics and helps with learner participation.
“Research shows that it improves class dynamics and helps with learner participation [2, 29, 62, 63, 69].”
From Artificial Intelligence in Education (AIEd): a high-level academic and industry note 2021 (2022) · cites this paper as [2]
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- Authors
- Al-Maroof, R. A. S., & Al-Emran, M.
- Venue
- International Journal of Emerging Technologies in Learning (iJET)
- Published
- 2018-05-29
- Volume
- 13
- Issue
- 06
- Pages
- 112
- ISSN
- 1863-0383 (ISSN-L)
- OpenAlex
- W2806369404
- Cited by
- 424
- References
- 14
- Citations by year
- 2026: 12 · 2025: 23 · 2024: 33 · 2023: 64 · 2022: 90 · 2021: 107 · 2020: 63 · 2019: 26 · 2018: 6
- FWCI
- 163.67
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- International Journal of Emerging Technologies in Learning (iJET) (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Technology-Enhanced Education Studies
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Social Sciences › Education › Online and Blended Learning
- Keywords
- Google Classroom, student acceptance, technology acceptance, technology acceptance model, perceived ease of use, perceived usefulness, behavioral intention, higher education, online learning platforms
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