A web-based learning acceptance model for children with learning disabilities
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Abstract
Web-based learning, defined as the purposeful use of internet technology to impart knowledge, has gained attention as an educational tool in developing countries. However, limited evidence exists on how children with learning disabilities in impoverished regions adopt such methods. This study aims to identify the variables influencing the adoption of web-based learning among children with learning disabilities, focusing on performance expectancy, effort expectancy, social influence, and training. The research utilized survey questionnaires to assess these factors among 196 children with learning disabilities enrolled in mathematics and Arabic classes in Jordan's Balqa governorate. Results revealed a positive relationship between behavioral intention and the acceptance of web-based learning systems, highlighting the critical role of the identified variables. The findings underscore the importance of tailoring web-based learning systems to the needs of children with learning disabilities, offering actionable insights for system developers and educators in similar contexts. Recommendations include prioritizing user-friendly designs, targeted training programs, and strategies to enhance social and performance-related perceptions to improve learning outcomes.
Keywords: Effort expectancy; learning disabilities; performance expectancy; social influence; training; web-based learning
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