Technology acceptance of digital multimodal platforms for English learning among Indonesian vocational high school students
Abstract
In a rapidly changing educational landscape, this research investigates the factors that influence vocational high school students’ acceptance of digital multimodal platforms for learning English. The study is motivated by BPS-Statistics Indonesia data showing a high unemployment rate among vocational high school graduates (8.63%) compared to graduates from other educational paths. This study aimed to identify factors influencing students’ acceptance of digital multimodal learning, which is essential for developing globally relevant skills. Utilizing the Technology Acceptance Model (TAM), a quantitative approach was employed, involving a Likert scale questionnaire administered to 198 students from diverse majors. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that Facilitating Conditions significantly influenced Perceived Usefulness (β=0.174, p=0.031) and perceived ease of use (β=0.705, p<0.001). Perceived ease of use significantly predicted behavioral intention (β=0.220, p=0.013), whereas perceived usefulness did not significantly influence Behavioral Intention (β=0.027, p=0.756). Practically, the findings suggest that vocational schools should prioritize user-friendly digital platforms and strengthen technological support systems. Theoretically, the study extends TAM in vocational education by showing that perceived ease of use predicts behavioral intention more strongly than perceived usefulness. The findings further indicate that accessible digital multimodal platforms can support English language learning by facilitating interactive, multimodal, and student-centered learning experiences.
Keywords:
Technology Acceptance Model, Vocational High School, Digital Multimodal PlatformReferences
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