[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600496-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600496-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","university-students-acceptance-of-video-conferencing-for-learning-of-mathematics-in-the-post-covid-19-era","University students’ acceptance of video-conferencing for learning of mathematics in the post-COVID-19 era","","The study examines factors shaping university students’ behavioral intention to accept video-conferencing for mathematics learning in the post-COVID-19 era. It extends the technology acceptance model (TAM) by adding digital literacy (critical use, technology focus, and digital reading) and social presence as external determinants. Data were collected via an online questionnaire with 40 items from 238 mathematics and mathematics education students across six Indonesian universities. Partial least squares-structural equation modeling tests the measurement model, paths, and conclusions, showing attitude as the key driver and social presence as the strongest influence on attitudes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/university-students-acceptance-of-video-conferencing-for-learning-of-mathematics-in-the-post-covid-19-era/600496/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/university-students-acceptance-of-video-conferencing-for-learning-of-mathematics-in-the-post-covid-19-era/600496.png","ImageObject",300,407,{"name":42,"@type":43},"OmBimo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main aim of the study?","Question",{"text":63,"@type":64},"To examine factors influencing university students’ behavioral intention to accept video-conferencing for learning mathematics in the post-COVID-19 era.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study extend the Technology Acceptance Model (TAM)?",{"text":68,"@type":64},"It extends TAM by adding digital literacy and social presence as external factors affecting acceptance.",{"name":70,"@type":61,"acceptedAnswer":71},"What method is used to analyze the data?",{"text":72,"@type":64},"Partial least squares-structural equation modeling is used to assess the measurement model, test the paths, and draw conclusions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600496,1792165048,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2025, 17(4), ep590 ISSN: 1309-517X (Online)  \nUniversity students’ acceptance of video-conferencing for learning of mathematics in the post-COVID-19 era  \nMailizar Mailizar 1*  \n 0000-0003-4084-311X  \nEga Gradini 2  \n 0000-0002-4183-527X  \nTommy Tanu Wijaya 3  \n 0000-0001-6840-3875  \nAbdulsalam Al-Manthari 4  \n 0000-0001-6861-5974  \n1 Department of Mathematics Education, Universitas Syiah Kuala, Banda Aceh, INDONESIA  \n2 Department of Mathematics Education, IAIN Takengon, Takengon, INDONESIA  \n3 School of Mathematical Sciences, Beijing Normal University, Beijing, CHINA  \n4 Department of Curriculum Development, University of Technology and Applied Sciences–Ibri, Ibri, OMAN  \n* [Corresponding author:](Corresponding author: mailizar@unsyiah.ac.id)[ mailizar@unsyiah.ac.id](Corresponding author: mailizar@unsyiah.ac.id)  \nCitation: Mailizar, M., Gradini, E., Wijaya, T. T., & Al-Manthari, A. (2025) . University students’ acceptance of videoconferencing for learning of mathematics in the post-COVID-19 era. Contemporary Educational Technology, 17(4), ep590 .  \n[https://doi.org/10.30935/cedtech/16824](https://doi.org/10.30935/cedtech/16824)  \nARTICLE INFO ABSTRACT  \n\n| Received: 30 Mar 2023\u003Cbr>Accepted: 20 Oct 2024\u003Cbr>INTRODUCTION | This study aims to examine the factors that influence university students’ behavioral intention in accepting video-conferencing for learning mathematics in the post-COVID-19 era. Videoconferencing as a learning tool has been widely used to establish effective communication among learners, teachers, and peers. This is particularly valuable in situations where face-toface communication is not possible, such as during the COVID-19 pandemic. As the pandemic comes to an end, it is unclear whether video-conferencing will continue to be widely used as a teaching and learning tool. This study extends the technology acceptance model (TAM) by adding digital literacy (critical use, technology focused, and digital reading) and social presence (SC) as external factors. Extended TAM with digital literacy and SC as factors provide understanding on how university students’ digital literacy level and their connection and engagement with others influences their acceptance of video-conferencing for learning. The participants include 238 students from six universities in Indonesia (three public universities and three private universities), who enrolled in bachelor’s degree of mathematics and mathematics education. The questionnaire consisted of 40 items administered online to students selected by random sampling. A partial least square-structural equation modelling approach was used to analyze the measurement model, test the path, and draw conclusions. The findings of this study shows that attitude is the most important factor that has influenced the intention to employ videoconferencing after a pandemic situation. In addition, SC is considered the most significant factor in students’ attitudes towards the use of video-conferencing in the post-COVID-19 era.\u003Cbr>Keywords: TAM, video conferencing acceptance, post-COVID-19, university student |\n| --- | --- |\n\nBy mid-2020, higher education institutions (HEIs) worldwide replaced traditional face-to-face teaching during the pandemic with online instruction, video learning, MOOCs and various online learning approaches. One of the most dominant adopted online learning approaches during the pandemic was the synchronous learning approach. According to Phelps and Vlachopoulos (2020), synchronous learning is a relatively new  \napproach to online education that provides a wide range of digital tools that enhance dialogue and learners’autonomy. Through interactive platforms and tools, it can shorten the distance experienced between teachers, learners, and their peers.  \nThe pandemic has created an online learning experience for most educational institutions, including HEIs. Studies show that during the pandemic, video-confe","cbCailwioXYnxIA7","https://ap.wps.com/l/cbCailwioXYnxIA7","pdf",409458,17,"English","# Introduction\n## Research purpose and context\n## Proposed model and variables\n## Method and participants\n## Analysis and findings","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To examine factors influencing university students’ behavioral intention to accept video-conferencing for learning mathematics in the post-COVID-19 era.\"},{\"question\":\"How does the study extend the Technology Acceptance Model (TAM)?\",\"answer\":\"It extends TAM by adding digital literacy and social presence as external factors affecting acceptance.\"},{\"question\":\"What method is used to analyze the data?\",\"answer\":\"Partial least squares-structural equation modeling is used to assess the measurement model, test the paths, and draw conclusions.\"}]","University students’ acceptance of video-conferencing for learning of mathematics in the post-COVID-19 era | PDF",1792090804,43]