The Acceptance of Technology Model and Learning Management Systems: A Systematic Review

Abstract

Learning Management Systems (LMS) have become integral to digital learning, yet their successful implementation depends largely on user acceptance. This study systematically reviews research applying the Technology Acceptance Model (TAM) to understand factors influencing LMS adoption in higher education. Following PRISMA 2020 guidelines, a comprehensive search was conducted across Scopus, Web of Science, and Google Scholar for peer-reviewed empirical studies published in English between 2010 and 2024. A total of 312 records were retrieved, of which 74 duplicates were removed. After screening 238 titles and abstracts, 198 studies were excluded for not meeting the inclusion criteria. The full texts of 40 articles were assessed, and 10 studies were finally included in the qualitative synthesis. The review revealed that Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) remain the most consistent predictors of LMS adoption. External factors such as digital self-efficacy, system quality, institutional support, and social influence also emerged as critical determinants. External factors such as digital self-efficacy, system quality, institutional support, and social influence also emerged as critical determinants. These findings affirm TAM’s continued relevance in educational technology while emphasizing the need to integrate contextual and organizational factors to strengthen predictive accuracy and promote sustainable LMS adoption.Penggunaan alat, teknologi, prosedur, proses, sumber daya, dan strategi untuk meningkatkan pembelajaran dalam berbagai konteks, termasuk pembelajaran di tempat kerja, pembelajaran tepat waktu, pembelajaran seumur hidup, pembelajaran informal, dan pembelajaran formal, disebut sebagai teknologi pendidikan. Adopsi awal alat pengajaran memunculkan pendekatan teknologi pendidikan, yang kemudian berkembang pesat hingga mencakup teknologi seluler, jejaring sosial, komputasi awan, realitas virtual dan realitas tertambah, simulasi, lingkungan yang imersif, pembelajaran kolaboratif, dan banyak lagi. Metodologi dasar dari studi ini adalah berbasis kompetensi. Seperangkat pengetahuan, keterampilan, dan sikap (KSA) yang saling terhubung yang memungkinkan seseorang untuk melaksanakan tugas tertentu disebut kompetensi. Sebagai bagian dari tugas pekerjaan mereka, ahli teknologi pendidikan melaksanakan berbagai tugas. Banyak dari tugas-tugas ini dan KSA terkait yang lazim di abad ke-21 diuraikan dalam primer ini, yang juga menawarkan pembenaran yang beralasan berdasarkan penelitian sebelumnya dalam psikologi pembelajaran, kemajuan komputer, dan interaksi manusia-manusia dan manusia-komputer.