Zoom classrooms and adoption behavior among Cambodian students

Abstract

Several studies have examined how pandemics impact modern technologies, particularly those associated with education and training. Similarly, institutions across the globe are increasingly transitioning from traditional classrooms to online classrooms, including Cambodia. By integrating Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) with external factors, this study aimed to examine the relationship between the extended model and the adoption of zoom classroom. This work utilized a survey-based quantitative research approach. Furthermore, 390 Cambodian students were used as samples in the data analysis using the structural equation model (SEM) and SmartPLS3. It was found that Perceived usefulness (PU), Risk Perception (RP), Perceived Control (PC), Subjective norms (SN), and System Quality (SQ), except for Perceived ease of use (PEU), were significantly associated with attitude towards zoom classroom with the convergence of these variables accounting for 66.5% of the variance and 32.4% of behavioral intention to use zoom classroom. It has been discovered that several factors highly influence zoom classroom adoption. As a result of external factors, it appears that TAM has been successfully integrated. These findings provided theoretical and practical applications for developing and managing Zoom in educational settings.

Keywords

• Zoom classroom
• TAM
• TPB
• System quality
• Risk perception
• Subjective norms