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915288.pdf (486.43 KB)

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2026-02-03

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cc-by-nc-nd (c) Gil, R. et al., 2026
Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/226729

How is technology accepted in the classroom? Exploring the use of TAM in educational research: aims, methodologies, challenges and key findings. A systematic review

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Recurs relacionat

https://doi.org/10.1344/der.2026.48.251-268

Resum

The Technology Acceptance Model (TAM) has been widely applied in educational research, resulting in multiple adaptations and methodological variations. This systematic review examines how recent scientific literature has employed TAM to investigate educational technology. A total of 55 JCR-indexed articles published between 2017 and 2021 were selected through a PRISMA-guided process following the PICOC framework and predefined inclusion and exclusion criteria. The findings reveal increasing scholarly interest, with a predominance of quantitative, cross-sectional designs and studies conducted mainly in higher education contexts. The reviewed works primarily analysed TAM in relation to digital learning environments, specific tools and platforms, pedagogical applications, and the determinants of technology acceptance. Overall, the literature confirms that TAM remains a robust and consistent framework for interpreting technology acceptance in educational settings.

Matèries

Mètodes educatius, Investigació quantitativa, Tecnologia educativa

Matèries (anglès)

Educational methods, Quantitative research, Educational technology

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Articles publicats en revistes (Didàctiques Aplicades)

Citació

GIL-FERNÁNDEZ, Raquel and CALDERÓN, Diego. How is technology accepted in the classroom? Exploring the use of TAM in educational research: aims, methodologies, challenges and key findings. A systematic review. Digital Education Review. 2026. Vol. 48, num. 251-268. ISSN 2013-9144. [consulted: 14 of August of 2026]. Available at: https://hdl.handle.net/2445/226729

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