Perceived ease of use, perceived enjoyment, and continuance intention as predictors of medical students' well-being in hybrid learning: an extended TAM approach.

Introduction: Although hybrid learning has transformed educational environments by enhancing student engagement and learning outcomes, challenges related to medical students' well-being have emerged, particularly with the application of the technology acceptance model (TAM). Methods: To explore how technology-related factors, such as perceived ease of use, perceived enjoyment, and continuance intention, impact medical students' well-being, a set of questionnaires was distributed to 337 randomly selected undergraduate students from three medical universities in Guangxi, China. Results: The results of the partial least squares structural equation modeling (PLS-SEM) indicated that the ease of use and perceived enjoyment of hybrid learning systems had a significant, direct, and positive impact on students' well-being. This impact was also mediated by students' intentions to continue utilizing the system in the learning process. Discussion: Both perceived ease of use and perceived enjoyment significantly influenced students' continuance intention, which positively affected their well-being. Perceived ease of use significantly affects students' well-being, much more than enjoyment, emphasizing the importance of user-friendly interfaces over purely enjoyable features in hybrid learning platforms for medical students. By positioning well-being as a central outcome, this study extends the explanatory power of the TAM beyond acceptance and satisfaction, offering theoretical insights and practical guidance for designing hybrid learning systems that support both academic achievement and psychological health.