ArticlePloS one2024
An empirical investigation of college students' acceptance of translation technologies.
Article in PloS one, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- The translation paradox: how full translation increases cognitive load and impairs medical vocabulary retention.BMC medical education · 2026Trial
- Teacher adoption of digital education management systems through combined information systems and social cognitive frameworks during post-COVID era.Scientific reports · 2025Article
- Exploring AI tool adoption in higher education: evidence from a PLS-SEM model integrating multimodal literacy, self-efficacy, and university support.Frontiers in psychology · 2025Article
- Understanding EFL learners' excessive use of translation software: An extension of the flow theory.PloS one · 2025Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
With the advancement of information technology and artificial intelligence, translation technologies have seen rapid development in language services and increasing integration in higher education. However, research on factors affecting students' acceptance of these technologies remains limited. This study intends to formulate and test an extended Technology Acceptance Model (TAM) incorporating computer self-efficacy and perceived enjoyment to investigate students' adoption of translation technologies. A questionnaire survey was conducted among 370 college students in China experienced with using translation technologies. The results from the structural equation modeling demonstrated a positive prediction on perceived ease of use and enjoyment from computer self-efficacy. Perceived enjoyment increased perceived ease of use and attitudes. Perceived ease of use positively influenced perceived usefulness and attitudes. Finally, attitudes positively predicted greater behavioral intentions to use translation technologies. However, computer self-efficacy was identified to have no significant effect on perceived usefulness. The study makes significant theoretical contributions by expanding TAM and offering practical guidance to improve students' acceptance of translation technologies in tertiary education.
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Registered trials
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