You are here:

Factors Influencing Pupils' Acceptance of an E-Learning System for Secondary Schools


Journal of Educational Computing Research Volume 42, Number 1, ISSN 0735-6331


The present study aims at investigating which factors are significant for pupils' acceptance of an E-Learning system introduced into secondary schools. The E-Learning system consisted of interactive learning modules for several school subjects and a Learning Management System (LMS). Research on IT acceptance and attitudes guided the specification of independent variables as predictors of acceptance. Survey data were collected from 125 pupils from 8 German high schools in January and July 2005. Results from a three-step hierarchical regression reveal that perceived usefulness was a significant positive predictor of pupils' acceptance, with perceived usefulness of the LMS having the greatest weight. Computer related attitude, self-efficacy, and gender had negligible or no influence on acceptance. The final regression model accounted for approximately 51% of the variance in the outcome measure. The findings indicate the critical importance of perceived usefulness in predicting pupils' acceptance of the E-Learning system, as is likewise known from acceptance research on IT at the work place. (Contains 2 tables.)


Friedrich, H.F. & Hron, A. (2010). Factors Influencing Pupils' Acceptance of an E-Learning System for Secondary Schools. Journal of Educational Computing Research, 42(1), 63-78. Retrieved January 21, 2020 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.