This working paper aims to contribute to the current literature on the usage of distance learning platforms by comparing the effect of perceived usefulness on behavioral intention to use such platforms through structural equation models (PLS-SEM and CB-SEM). Furthermore, the study examined the significance role of perceived ease of use and attitude toward using technology as mediating variables within the technology acceptance model (TAM).
This quantitative study validates the technology acceptance model (TAM) in Algeria’s distance learning context by comparatively analyzing PLS-SEM and CB-SEM results. Data from 253 students at Moulay Tahar University, collected via electronic survey, were analyzed using SmartPLS 4.0 to test TAM hypotheses and evaluate methodological differences between the two structural equation modeling approaches.
The results confirm that perceived usefulness significantly impacts behavioral intention to adopt distance learning. The TAM constructs explained 64.4% (PLS-SEM) and 71.8% (CB-SEM) of variance in actual usage, with comparative analysis revealing PLS-SEM’s superior predictive performance over CB-SEM in this context. These findings demonstrate meaningful methodological variations between the two analytical approaches.
The study reveals that Algerian students’ positive perception of distance learning’s usefulness significantly enhances their adoption intentions. These findings enable policymakers to capitalize on favorable attitudes while proactively mitigating potential systemic drawbacks of digital education implementation.
This paper employs the technology acceptance model (TAM) model through structural equation models (PLS-SEM and CB-SEM), with mediating variables, namely, perceived ease of use and attitude toward using technology, to investigate the behavioral intention to use distance learning as an alternative to the traditional learning mode.
