ANALISIS FAKTOR-FAKTOR YANG MEMPENGARUHI PENERIMAAN DAN PENGGUNAAN APLIKASI DOMPET DIGITAL MENGGUNAKAN TECHNOLOGY ACCEPTANE MODEL (TAM)

Era revolusi industry 4.0 mendorong perkembangan teknologi dengan konsep Internet of Thing (IoT), bentuk penerapan IoT adalah penggunaan dompet digital sebagai alat pembayaran dalam kebutuhan bertransaksi. Salah satu dompet digital yang tengah berkembang di kalangan masyarakat adalah aplikasi DANA, dimana DANA memberikan kemudahan bertransaksi dengan lebih cepat dan praktis, serta memungkinkan pengguna melakukan pembayara nontunai dan tanpa kartu untuk kebutuhan sehari-hari. Beberapa pengguna DANA mengeluhkan adanya permasalahan kegagalan verifikasi identitas pengguna. Penelitian ini dilakukan dengan tujuan untuk menganalisis factor-faktor penerimaan dan penggunaan aplikasi DANA menggunakan pendekatan technology acceptance model TAM) dengan menambahkan variabel mobile payment charatcetistic sebagai variabel independent. Dari hasil penelitian diperoleh bahwa mobile payment characteristic secara simultan memiliki pengaruh terhadap penerimaan dan penggunaan aplikasi DANA.

Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model

The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Acceptance Model (TAM), both a pre-coded and an open-ended questionnaire were used to collect data. Data from the pre-coded questionnaire were analysed through the descriptive statistical approach. The qualitative data from the open-ended questionnaire were analysed through content analysis. The study found that most academic staff believe and see the value that ICTs bring in their teaching and learning practices. In addition, they are aware that technology use in education improves learning and teaching, and they are willing to embrace the use of technology to improve their practices. Based on the findings, we recommend intensification of lecturer training in the use of technology for teaching and learning to enable them to embrace it in their teaching practice. Furthermore, the institution needs to put in place support systems for academic staff to empower them to have continuous access to devices and internet connection for technology integration in teaching and learning. We recommend establishment of e-learning communities of practise in the university that will allow lecturers to assist each other as well as share best practices in the use of technology for teaching and learning.

ANALISIS TECHNOLOGY ACCEPTANCE MODEL PADA APLIKASI PLATFORM SHOPEE DENGAN PENDEKATAN PARTIAL LEAST SQUARE (STUDI KASUS PADA MAHASISWA UNIVERSITAS DIPONEGORO)

E-commerce refers to business transactions using digital networks such as the internet. Based on the rank on the Appstore and Playstore, Shopee places the first rank. In 2019, Shopee had 56 million visitors. Meanwhile, in the same year, it had 3,225 workers. The imbalance between the number of Shopee visitors and Shopee employees allows users to be disappointed with Shopee's services, but on the other hand, there are also many users who are happy with its services. With both positive and negative responses to the services provided by Shopee, this study analyzes the factors affecting the acceptance of Shopee Apps on students of Universitas Diponegoro Semarang. The analysis was based on the Technology Acceptance Model (TAM). It used the Structural Equation Modeling with the Partial Least Square (SEM-PLS) approach. The study used primary data obtained by distributing questionnaires to students of Universitas Diponegoro. The result showed 28 valid indicators, 5 deal inner models, and 8 significant pathways. All the causality between latent variables contained in the Technology Acceptance Model (TAM) have a positive and significant effect, it's just that the results of integrating trust variables on TAM, namely the latent variable between trust and interest in usage behavior, have no significant effect.

The Integration of the Technology Acceptance Model and Value-Based Adoption Model to Study the Adoption of E-Learning: The Moderating Role of e-WOM

The Technology Acceptance Model (TAM) has lately been utilized in a number of studies to investigate why people reject or adopt new technologies like mobile commerce or e-learning. However, several studies have found weaknesses in TAM’s ability to predict consumers’ purchase intention behavior. To compensate for TAM’s weaknesses, this study presents a model that integrates all of TAM’s components with the Value-Based Adoption Model (VAM). The perceived benefits and sacrifices were considered to provide a list of the implications for both researchers and e-learning service providers. Furthermore, the moderating role of e-word of mouth was utilized to examine the relationship between attitude, intention, perceived value, and intention toward e-learning, in order to match the current circumstances with the growing popularity of social networks. This study was conducted with a quantitative analysis by using data collected from survey 417 e-learning consumers. Except for perceived fee, which has a negative effect on perceived value, the results demonstrate that all hypotheses of latent correlations in TAM and VAM were strongly significant. Furthermore, attitude and perceived value have a significant role in determining consumer adoption of e-learning. Consumers’ perceived value will be driven by the high and low levels of the moderating influence of e-word of mouth, influencing their intention toward e-learning. Since e-learning is an effective sustainable education system, the result of this study can provide a good solution to facilitate e-learning in current and future conditions.

Exploring the specification of educational compatibility of virtual reality within a technology acceptance model

This study investigated the specification of educational compatibility within a technology acceptance model (TAM) suited to engaging educational technologies. Attitudes towards virtual reality (VR) for learning was used to test the experimental model. One hundred and seventy-nine valid survey responses were collected from 517 potential participants with the majority from first-year university students. The independent variables were educational compatibility, cognitive engagement, social influence, system attributes, perceived anxiety and facilitating conditions. Exploratory factor analysis showed that educational compatibility and attitude were collinear, and therefore were combined into one construct. Confirmatory factor analysis indicated that the combined educational compatibility-attitude construct and perceived usefulness were not discriminant. Two structural models were therefore compared: one where educational compatibility-attitude items were incorporated within perceived usefulness, and another where educational compatibility-attitude items were excluded entirely. The results showed that incorporating educational compatibility-attitude items within perceived usefulness affected the influence of cognitive engagement and system attributes on perceived usefulness, though overall model power was unchanged. The results suggested that (a) educational compatibility and attitude could be redundant, and (b) incorporating educational compatibility into perceived usefulness may help specify educationally focused TAMs. Implications for practice or policy: Researchers may regard educational compatibility and attitude to be redundant and exclude them from TAMs as separate constructs. Researchers could consider tailoring the perceived usefulness construct to make it more specific to the educational context, for example by including one or more educational compatibility items.