Critical review evaluates social and emotional determinants of technology acceptance in students, highlighting the need for a new framework.
The Technology Acceptance Model (TAM) has been widely used to explain student adoption of educational technology, but its traditional focus on perceived usefulness and ease of use overlooks emotional, social, and contextual influences. This review critically evaluates recent extensions of TAM, concentrating on higher education institutions in West Bengal, India. It synthesizes contemporary findings, identifies unresolved gaps, and proposes an extended framework integrating cognitive, affective, social, and contextual determinants. The resulting model offers a richer, region-sensitive understanding of student behaviour in digitally diverse settings.
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Biswas et al. (2025) studied this question.
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