Özet:

The aim of this study is to identify the variables that influence the tendency of university students to use learning objects, which are teaching materials in online learning environments, and to study the causal relationships between these variables. The study group consists of 427 university first-class students. In this study, the extended version of the Technology Acceptance Model (Davis, 1989) developed by Lau and Woods (2008a) was used in research by adapting to the Turkish Learning Object Acceptance Model (LOAM). In the framework of the study, when the findings related to the scale adapted to Turkey were studied, the Learning Object Admission Scale (ÖNKÖ) was found to consist of 35 matters and 7 factors. The PROCES consists of the “pedagogical quality”, “technical quality” and “content quality” external variables with the “sufficiency perception”, “usability perception”, “behavioral intention” and “real use” main variables. The overall Cronbach Alfa reliability ratio of the scale was achieved at 0.93. The research model has been tested with the structural equality model (YEM) created using LISREL 8.0. The findings of the study show that the perception of utility is directly and the perception of usability is indirectly determining the intention of use of learning objects. It appears that the perception of usability has no direct impact on the intention to use learning objects.

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