Student’s Acceptance of Video Lecture: An Extension of the Technology Acceptance Model (TAM)

Since the emergence of COVID-19, virtual learning has been the norm at institutions of higher education. Video lecture have emerged as a useful tool for academics in delivering distance education courses. Furthermore, video lecture are expected to keep the educational system running smoothly despite the pandemic. Therefore, the purpose of this study is to assess university students' acceptance of video lecture by extending the Technology Acceptance Model (TAM) with internet self-efficacy and learner-content interaction as the extended variable. Data from 390 students were gathered and analysed by Partial Least Squares-Structural Equation Modelling (PLS-SEM). The result shows that both internet self-efficacy and learner-content interaction plays an important role to determine the acceptance of video lecture and all path relationships in TAM were significant. Compared to internet self-efficacy, learner-content interaction have a bigger impact on the perceived usefulness of video lecture. This demonstrates that interaction between the learner and the content is important in deciding the acceptance of video lecture, and that educators should make video lecture brief and engaging so that students would enjoy using them.