Enhancing Eduman adoption through insights from user self-reports on the Technology Acceptance Model determinants

Abstract

This study examined the acceptance and use of Eduman in South African high schools. The objective of this study was to identify the determinants influencing Eduman’s acceptance and use and to propose modifications to enhance its use. Using the Technology Acceptance Model 3 (TAM3), this study explored key constructs such as Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and the determinants of both constructs in the educational context. The study employed a mixed-methods explanatory sequential design, and data were collected through a survey (n = 42) and semi-structured interviews (n = 8) based on TAM3. The findings revealed that job relevance (REL) and output quality (OUT) emerged as key determinants of PU, and computer self-efficacy (CSE) and perceived enjoyment (ENJ) were identified as key determinants of PEOU. High Behaviour Intention (BI) did not always translate into use behaviour (USE), as additional factors, such as technical issues, lack of training, and a sense of obligation, moderated usage. Qualitative insights confirmed the importance of targeted training, improved organisational support, and stakeholder engagement. Participants emphasised the need for user involvement in system design and integration into other platforms to improve usability and relevance. Based on the results, the study concludes that users generally perceived Eduman as useful and easy to use, but addressing organisational, technical, and capacity-related barriers would be critical to bridging the gap between intention and actual use, as predicted by the TAM3 framework. Recommendations include targeted training programmes, improved technical support, and stronger stakeholder collaboration to bridge the gap between intention and actual use.