Factors Influencing E-Learning Acceptance in Elementary School Students: Integrated Method of TAM and UTAUT

The swift advancement of information and communication technology (ICT) has facilitated the extensive adoption of e-learning within educational contexts. Nevertheless, the acceptance of such systems by students is equally critical as the technological infrastructure for the effective implementation of e-learning initiatives. This research amalgamates the Unified Theory of Acceptance and Use of Technology (UTAUT) with the Technology Acceptance Model (TAM) to investigate the determinants influencing elementary school students' behavioral intentions to engage with e-learning platforms. A quantitative survey was conducted involving 240 elementary school students in Cirebon who had prior experience with e-learning platforms. Data analysis was performed utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. The findings revealed that students' Behavioral Intention (BI) to utilize e-learning was positively and significantly affected by Social Influence (SI), Perceived Ease of Use (PEU), Perceived Usefulness (PU), Facilitating Conditions (FC), Prior Experience (PEX), and Self-Efficacy (SE). Notably, perceived usefulness emerged as the most significant predictor of behavioral intention. Furthermore, multigroup analysis indicated that age groups exhibited significant differences in the impact of Facilitating Conditions on Behavioral Intention, whereas gender did not significantly alter most structural relationships. These findings underscore that the adoption of e-learning among elementary school students is profoundly influenced by both individual perceptions and environmental support. This study contributes to the domain of technology acceptance research in elementary education and provides valuable recommendations for enhancing the integration of e-learning within classroom settings.