Influence of Technology Acceptance Model (TAM) constructs on the effectiveness of mobile learning applications among university students

Abstract

The research aimed to analyze the influence of the Technology Acceptance Model (TAM) on the learning effectiveness of higher education students in Tarma during the year 2025. It was conducted using a quantitative approach, explanatory level, non-experimental design, and cross-sectional study. The sample consisted of 253 students selected through stratified sampling. Data collection was carried out using Likert-type questionnaires, and the analysis was performed using SmartPLS 4.0 with structural equation modeling (SEM) and bootstrapping with 5,000 subsamples. The results of the confirmatory factor analysis showed adequate levels of reliability and validity for the instrument, registering Cronbach's alpha and composite reliability coefficients greater than 0.90 and AVE values greater than 0.50. The structural model confirmed that perceived usefulness significantly influences learning effectiveness (β = 0.65; p ≤ 0.001), followed by intention to use (β = 0.58; p ≤ 0.001) and ease of use (β = 0.42; p ≤ 0.010). The model achieved an explanatory power of R² = 0.74. It is concluded that technological acceptance is a determining factor in improving educational outcomes through mobile applications.