INFLUENCES OF PERCEIVED USEFULNESS AND PERCEIVED EASE OF USE ON ACADEMIC ACHIEVEMENT: MEDIATING ROLE OF MOTIVATION

Tengku Shahraniza; Yousif Abubaker

doi:10.20397/2177-6652/2026.v26i3.3206

Authors

Tengku Shahraniza Learning Institute for Empowerment, Multimedia University Melaka, Malaysia https://orcid.org/0000-0002-6345-3053
Yousif Abubaker Illinois State University, United States of America https://orcid.org/0009-0001-2429-8177

DOI:

https://doi.org/10.20397/2177-6652/2026.v26i3.3206

Keywords:

perceived usefulness, perceived ease of use, motivation, academic performance, SmartPLS.

Abstract

Technology adoption has significantly reshaped the higher education landscape, influencing how students engage with academic content and achieve their learning goals. By utilizing the Technology Acceptance Model (TAM), this study explored the role of the adoption of technology in shaping academic achievement. This study examines the role of Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) in influencing Academic Achievement (CGPA). Consequently, this study seeks to (1) analyze the relationship between PU, PEOU and CGPA, and (2) identify the role of Motivation as a mediator. To explore these relationships, a survey of over 200 undergraduates was conducted, and the data was analyzed using SMART PLS. The findings reveal a strong correlation between PU, PEOU and CGPA. The findings confirm that technology adoption significantly impacts academic achievement. Nevertheless, amplification of these can be observed when motivation is linked to it. The data revealed that students who effectively utilize digital tools and platforms tend to perform better. This research contributes to the ongoing discourse on technology adoption and academic achievement, offering insights for educators, policymakers, and institutions to optimize digital tools for learning. It highlights the necessity to develop strategies that foster positive technology adoption behaviors, ensuring undergraduates to effectively leverage digital resources. By aligning instructional design with the principles of TAM, institutions can enhance motivation, reduce learning barriers and improve overall academic outcomes.

Author Biographies

Tengku Shahraniza, Learning Institute for Empowerment, Multimedia University Melaka, Malaysia

Learning Institute for Empowerment, Multimedia University Melaka, Malaysia

Yousif Abubaker, Illinois State University, United States of America

Illinois State University, United States of America

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