Digital technologies have gained much popularity in education thanks to the cost efficiency they gain through scalability. While the acceptance of some of these new digital technologies has been investigated, there are few direct comparisons. The most established model for measuring acceptance is the technology acceptance model, which can predict the behavioral intention to use the technology. We compared four digital learning technologies (e-lectures, classroom response system, classroom chat, and mobile virtual reality) in terms of their technology acceptance. The classroom response system had the highest level of acceptance. It was closely followed by e-lectures, then the classroom chat and then mobile virtual reality. The students evaluated all tools favorably before and after usage, except for mobile virtual reality, which saw a substantial drop in perceived usefulness and behavioral intention after 3 months’ usage.

数字技术由于可扩展性而具有成本效益，因此在教育领域已广受欢迎。尽管已经研究了对其中一些新数字技术的接受程度，但几乎没有直接比较。衡量接受程度最成熟的模型是技术接受模型，它可以预测使用技术的行为意图。我们比较了四种数字学习技术（电子讲座，教室响应系统，教室聊天和移动虚拟现实）的技术接受度。课堂回应系统的接受程度最高。紧接着是电子讲座，然后是课堂聊天，然后是移动虚拟现实。除了移动虚拟现实，