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Exploring acceptance toward tablet-based learning among K-12 students in Southeast China: Age and gender differences

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Abstract

Tablet-based learning is increasingly popular in K–12 education worldwide. Acceptance of this learning method is crucial for its successful implementation in schools. Pertinent research indicated that males and females used technology differently, and younger and older users had unique technology acceptance. Understanding these gender and age differences can lead to more effective and positive learning experiences for K–12 students. While some studies have examined mobile learning acceptance in other countries, the results may differ in the context of China. This study used exploratory factor analysis, confirmatory factor analysis, two-way between-subjects ANOVA, multiple regression, and two-way between-subjects MANOVA to analyze data collected among 658 K–12 students with tablet-based learning experiences in Zhejiang province, southeastern China. Results indicated there were significant gender and age differences in the acceptance of tablet-based learning among K–12 students. In addition, performance-effort expectations, social influence, and technology self-efficacy for problem-solving were determined to be the main determinants of K–12 students’ acceptance of tablet-based learning. Age and gender differences existed in performance-effort expectations, and only age differences existed in social influence. These findings offer theoretical and practical insights for future research. Practitioners can redesign tablet-based learning based on these main determining factors and differences. In addition, this study provides researchers with a perspective to add technological self-efficacy to UTAUT in a new context.

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Acknowledgements

This work has been financially supported by the National Natural Science Youth Foundation of China “Research on the Evolution Mechanism of Teacher Practical Knowledge Based on Cognitive Process Mining” (Project No.: 62307017); the research project on the construction of national collaborative innovation experimental base for teacher development of Central China Normal University – “Design and development of adaptive teacher training resources” (Project No.: CCNUTEIII 2021-04); the project “research on the construction and application of adaptive learning resources for rural students” (Project No.: xtzd202-002); the Fundamental Research Funds for the Central Universities (innovation funding project) “Promoting the Cognitive Presence of Remote Students in Blended Synchronous Classrooms - A Design Based Research” (Project No.: 2023CXZZ094).

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  1. Faculty of Artificial Intelligence in Education, Central China Normal University, 382 Xiongchu Rd, Wuhan, Hubei, 430079, China

    Jia Sun, Chao Zhang, Taotao Long & Mingwen Tong

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Sun, J., Zhang, C., Long, T. et al. Exploring acceptance toward tablet-based learning among K-12 students in Southeast China: Age and gender differences. J. Comput. Educ. (2024). https://doi.org/10.1007/s40692-024-00319-w

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