Mailizar Mailizar, Ega Gradini, Tommy Tanu Wijaya, Abdulsalam Al-Manthari
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. Video-conferencing 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-to-face 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 video-conferencing 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. © 2025 by authors; licensee CEDTECH by Bastas.
Department of Mathematics Education, Universitas Syiah Kuala, Banda Aceh, Indonesia; Department of Mathematics Education, IAIN Takengon, Takengon, Indonesia; School of Mathematical Sciences, Beijing Normal University, Beijing, China; Department of Curriculum Development, University of Technology and Applied Sciences–Ibri, Ibri, Oman
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