Home > Research > Publications & Outputs > E-learning adoption in nursing education: feasi...

Research

Associated organisational unit

Electronic data

Links

Text available via DOI:

View graph of relations

E-learning adoption in nursing education: feasibility analysis using the technology acceptance model with a focus on digital and information literacy

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

E-learning adoption in nursing education: feasibility analysis using the technology acceptance model with a focus on digital and information literacy. / Alshammari, Muna ; Salifu, Yakubu; Alwadaany, Bader et al.
In: Frontiers in Education, Vol. 10, 1632298, 21.07.2025, p. 1-12.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Alshammari, M, Salifu, Y, Alwadaany, B, Ladan, MA, Abdul, HM, Alsaber, A & Abu El-Kass, SM 2025, 'E-learning adoption in nursing education: feasibility analysis using the technology acceptance model with a focus on digital and information literacy', Frontiers in Education, vol. 10, 1632298, pp. 1-12. https://doi.org/10.3389/feduc.2025.1632298

APA

Alshammari, M., Salifu, Y., Alwadaany, B., Ladan, M. A., Abdul, H. M., Alsaber, A., & Abu El-Kass, S. M. (2025). E-learning adoption in nursing education: feasibility analysis using the technology acceptance model with a focus on digital and information literacy. Frontiers in Education, 10, 1-12. Article 1632298. https://doi.org/10.3389/feduc.2025.1632298

Vancouver

Alshammari M, Salifu Y, Alwadaany B, Ladan MA, Abdul HM, Alsaber A et al. E-learning adoption in nursing education: feasibility analysis using the technology acceptance model with a focus on digital and information literacy. Frontiers in Education. 2025 Jul 21;10:1-12. 1632298. doi: 10.3389/feduc.2025.1632298

Author

Alshammari, Muna ; Salifu, Yakubu ; Alwadaany, Bader et al. / E-learning adoption in nursing education: feasibility analysis using the technology acceptance model with a focus on digital and information literacy. In: Frontiers in Education. 2025 ; Vol. 10. pp. 1-12.

Bibtex

@article{d87bf35487c14265ab3ec025fed90ce3,
title = "E-learning adoption in nursing education: feasibility analysis using the technology acceptance model with a focus on digital and information literacy",
abstract = "Introduction: This study investigates the factors influencing the adoption and behavioral intention toward eLearning models in nursing education, using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) analysis.Methods: A structured questionnaire was administered to a sample of 65 participants, examining constructs such as Digital Literacy, Information Literacy, Perceived Usefulness, Feasibility of Adopting eLearning, and Performance Expectancy.Results: Reveal that Perceived Usefulness has a significant direct effect on Performance Expectancy (β = 0.384, t = 3.200, p = 0.001) and Feasibility of Adopting eLearning (β = 0.264, t = 2.160, p = 0.031), and indirectly affects Behavioral Intention throughPerformance Expectancy (β = 0.140, t = 1.967, p = 0.049). Performance Expectancy also significantly influences Behavioral Intention (β = 0.364, t = 2.894, p = 0.004) and Feasibility of Adopting eLearning (β = 0.317, t = 2.479, p = 0.013). However, Information Literacyshowed limited influence, with non-significant pathways to both Feasibility (β = 0.161, t = 1.364, p = 0.172) and Performance Expectancy (β = 0.181, t = 1.062, p = 0.288).Discussion: These findings underscore the importance of perceived usefulness and performance expectations as key predictors of eLearning adoption, with implications for enhancing digital literacy and support frameworks in educational settings.",
author = "Muna Alshammari and Yakubu Salifu and Bader Alwadaany and Ladan, {Muhammad Awwal} and Abdul, {Halima Musa} and Ahmad Alsaber and {Abu El-Kass}, {Sae{\textquoteright}d M.}",
year = "2025",
month = jul,
day = "21",
doi = "10.3389/feduc.2025.1632298",
language = "English",
volume = "10",
pages = "1--12",
journal = "Frontiers in Education",
issn = "2504-284X",
publisher = "Frontiers",

}

RIS

TY - JOUR

T1 - E-learning adoption in nursing education: feasibility analysis using the technology acceptance model with a focus on digital and information literacy

AU - Alshammari, Muna

AU - Salifu, Yakubu

AU - Alwadaany, Bader

AU - Ladan, Muhammad Awwal

AU - Abdul, Halima Musa

AU - Alsaber, Ahmad

AU - Abu El-Kass, Sae’d M.

PY - 2025/7/21

Y1 - 2025/7/21

N2 - Introduction: This study investigates the factors influencing the adoption and behavioral intention toward eLearning models in nursing education, using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) analysis.Methods: A structured questionnaire was administered to a sample of 65 participants, examining constructs such as Digital Literacy, Information Literacy, Perceived Usefulness, Feasibility of Adopting eLearning, and Performance Expectancy.Results: Reveal that Perceived Usefulness has a significant direct effect on Performance Expectancy (β = 0.384, t = 3.200, p = 0.001) and Feasibility of Adopting eLearning (β = 0.264, t = 2.160, p = 0.031), and indirectly affects Behavioral Intention throughPerformance Expectancy (β = 0.140, t = 1.967, p = 0.049). Performance Expectancy also significantly influences Behavioral Intention (β = 0.364, t = 2.894, p = 0.004) and Feasibility of Adopting eLearning (β = 0.317, t = 2.479, p = 0.013). However, Information Literacyshowed limited influence, with non-significant pathways to both Feasibility (β = 0.161, t = 1.364, p = 0.172) and Performance Expectancy (β = 0.181, t = 1.062, p = 0.288).Discussion: These findings underscore the importance of perceived usefulness and performance expectations as key predictors of eLearning adoption, with implications for enhancing digital literacy and support frameworks in educational settings.

AB - Introduction: This study investigates the factors influencing the adoption and behavioral intention toward eLearning models in nursing education, using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) analysis.Methods: A structured questionnaire was administered to a sample of 65 participants, examining constructs such as Digital Literacy, Information Literacy, Perceived Usefulness, Feasibility of Adopting eLearning, and Performance Expectancy.Results: Reveal that Perceived Usefulness has a significant direct effect on Performance Expectancy (β = 0.384, t = 3.200, p = 0.001) and Feasibility of Adopting eLearning (β = 0.264, t = 2.160, p = 0.031), and indirectly affects Behavioral Intention throughPerformance Expectancy (β = 0.140, t = 1.967, p = 0.049). Performance Expectancy also significantly influences Behavioral Intention (β = 0.364, t = 2.894, p = 0.004) and Feasibility of Adopting eLearning (β = 0.317, t = 2.479, p = 0.013). However, Information Literacyshowed limited influence, with non-significant pathways to both Feasibility (β = 0.161, t = 1.364, p = 0.172) and Performance Expectancy (β = 0.181, t = 1.062, p = 0.288).Discussion: These findings underscore the importance of perceived usefulness and performance expectations as key predictors of eLearning adoption, with implications for enhancing digital literacy and support frameworks in educational settings.

U2 - 10.3389/feduc.2025.1632298

DO - 10.3389/feduc.2025.1632298

M3 - Journal article

VL - 10

SP - 1

EP - 12

JO - Frontiers in Education

JF - Frontiers in Education

SN - 2504-284X

M1 - 1632298

ER -