Author(s)

Tingting Zheng

Corresponding Author

Tingting Zheng

ABSTRACT

The purpose of this paper is to explore the influence of college curriculum reform on students' willingness to learn, build a research framework based on TAM (Technology Acceptance Model), and conduct in-depth analysis with quantitative research methods. By designing a questionnaire survey tool, the study collected the data of 800 college students about the technology acceptance of curriculum reform, the change of learning experience and the willingness to learn in the future. By using descriptive statistical analysis, SEM (Structural Equation Modeling) and other data analysis methods, this paper verifies the influence mechanism of perceived useful, perceived ease of use, social influence and convenient conditions on learning behavior willingness. The results show that perceived useful and perceived usability significantly positively affect students' willingness to learn, and perceived usability indirectly affects their willingness to learn through perceived useful. Social influence and convenient conditions, as important external variables, have a significant impact on the willingness to learn. These findings enrich the application of technology acceptance theory in the field of education and provide empirical support and practical guidance for curriculum reform in colleges and universities.

KEYWORDS

College curriculum reform; Technology Acceptance Model; Willingness to learn behavior; Perceived useful; Perceived ease of use