Is the Technology Acceptance Model just old wine in new wineskins? Exploring issues for further model development

Abstract

For about three decades, the Technology Acceptance Model (TAM) has been a crucial source of information for understanding the factors and processes that influence the integration of technology. The TAM has been extensively studied in various educational settings, involving students and teachers across different academic levels and specific technologies. The diverse range of applications has generated a vast body of evidence affirming the model’s relevance in education. However, despite its success, the research on the TAM still has some unresolved issues and limitations. In this commentary, I address these existing concerns and describe further areas for improvement, including the model itself, the measurement of TAM constructs, and existing gaps and conflicting findings in the current body of evidence. By shedding light on these issues, I hope to guide future research endeavors that build upon and refine the TAM.