ABSTRACT The purpose of this study was to examine the undergraduate students’ adoption of video lessons. The data were collected from 313 undergraduate students from Education, Health Sciences, and Letters Faculties within a large university in Turkey using a questionnaire with six constructs: ease of use, usefulness, enjoyment, intention, computer self-efficacy and relative advantage. The Technology Acceptance Model and Diffusion of Innovation Theory were used as the research framework for the study, and the data were analysed by Structural Equation Modeling. The results showed that ease of use and computer self-efficacy had a significant influence on usefulness of video lessons. Computer self-efficacy had a significant influence on ease of use regarding video lessons and usefulness of a video lesson had a significant influence on relative advantage. In addition, relative advantage and enjoyment had a significant effect on student intention to use a video lesson. Interestingly, it was found that perceived ease of use, perceived usefulness, and computer self-efficacy had no effect on the intention to use video lessons. Consequently, five constructs account for 38% of the variance intention to use video lessons. The research model was found to have a good fit.

中文翻译：

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调查大学生对视频课程的采用

摘要本研究的目的是研究大学生对视频课程的采用情况。数据是从土耳其一所大型大学的教育，健康科学和字母学院的313名本科生中收集的，使用了六种结构的问卷：易用性，有用性，乐趣，意图，计算机自我效能和相对优势。以技术接受模型和创新理论扩散为研究框架，通过结构方程模型对数据进行分析。结果表明，易用性和计算机自我效能感对视频课程的实用性产生重大影响。在视频课程方面，计算机自我效能对易用性有重大影响，而视频课程的实用性对相对优势则有显着影响。此外，相对优势和娱乐性对学生使用视频课的意愿有重大影响。有趣的是，发现感知的易用性，感知的有用性和计算机自我效能对使用视频课程的意图没有影响。因此，五个构想占使用视频课程的意向差异的38％。发现该研究模型非常合适。并且计算机自我效能感对使用视频课程的意图没有影响。因此，五个构想占使用视频课程的意向差异的38％。发现该研究模型非常合适。并且计算机自我效能感对使用视频课程的意图没有影响。因此，五个构想占使用视频课程的意向差异的38％。发现该研究模型非常合适。