ArticleFrontiers in psychology2025
Exploring learner acceptance and experience in MOOCs among higher vocational students from a TAM perspective: a case study of college English course.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
- Erratum issued
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigates higher vocational students' acceptance of a College English MOOC through the technology acceptance model (TAM). A survey of 434 students was analyzed using structural equation modeling (SEM). The findings confirm core TAM relationships: perceived ease of use (PEOU) significantly enhances perceived usefulness (PU), which in turn fosters a positive attitude toward use (ATU) and increases intention to use (IU). Furthermore, IU positively impacts the learning experience (LE). A key discovery is the negative effect of ATU on LE, suggesting that initial attitude alone does not guarantee a positive experience, which may be more critically shaped by course content and instructional design. This study enriches the TAM literature within vocational education and provides practical insights for developing MOOCs that better meet the needs of vocational learners.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.