Motamedi, S., & Marquis, K., & Levine, H. (2021, July), Understanding E-Learning Acceptance of Gen Z Students: An Extension of the Technology Acceptance Model (TAM)  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37956

\bibitem{asee_peer_37956}
  Motamedi, S., \& Marquis, K., \& Levine, H. (2021, July), \emph{Understanding E-Learning Acceptance of Gen Z Students: An Extension of the Technology Acceptance Model (TAM)}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37956

Sanaz Motamedi, Kierra Marquis, and Hannah Levine.  "Understanding E-Learning Acceptance of Gen Z Students: An Extension of the Technology Acceptance Model (TAM)".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37956 Internet.  14 Dec, 2024

\bibitem{asee_peer_37956}
  Sanaz Motamedi, Kierra Marquis, and Hannah Levine.
  "Understanding E-Learning Acceptance of Gen Z Students: An Extension of the Technology Acceptance Model (TAM)".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37956 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_37956
author = "Sanaz Motamedi, Kierra Marquis, and Hannah Levine"
title = "Understanding E-Learning Acceptance of Gen Z Students: An Extension of the Technology Acceptance Model (TAM)"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37956}
number = {10.18260/1-2--37956}
}

TY  - CPAPER
AB  - The COVID-19 pandemic disrupted instructional practices at educational institutions. Countermeasures included transitioning the majority of classes from primarily in-class learning to primarily eLearning. This shift has been met with varied levels of resistance and acceptance, while one study showed that 85% of higher education students prefer in-class learning [1]. Models developed years ago don’t account for the dynamic nature of the education world and the students within it. As a result, there is demand for an understanding of the unique set of needs presented by Generation Z, the population born between 1997 and 2015, during their college years.

The purpose of this study is to explore factors influencing Generation Z students’ eLearning acceptance by considering students' backgrounds such as behavioral and personality traits, level of academic success, and course of study. In this study, we conducted focus group discussions to explore all factors influencing eLearning acceptance of Generation Z. These focus groups were conducted with three groups of Industrial and Systems Engineering (ISE) students who have three or more courses at the University of Florida during the pandemic. 
As a result, the most relevant factors for Generation Z user acceptance that mentioned in the focus group discussions are compatibility, perceived cognitive absorption, perceived usefulness, service quality, system quality, information quality, accessibility, and privacy/security. Based on the findings from focus group discussions, theoretical foundations, and empirical evidence, we will hypothesize an innovative and integrated technology acceptance model for eLearning. 
In near future, we will analyze reliability of the models, fitness of the measured models, and convergent validity by performing confirmatory factor analysis (CFA). We also plan to study racial bias in E-learning. The framework and outcome of this study provide valuable guidelines for ISE departments that allow better understanding of Generation Z students' needs and their acceptance of e-learning.

AU  - Sanaz Motamedi
AU  - Kierra Marquis
AU  - Hannah Levine
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Understanding E-Learning Acceptance of Gen Z Students: An Extension of the Technology Acceptance Model (TAM)
UR  - https://peer.asee.org/37956
DO  - 10.18260/1-2--37956
ER  -