Factors Affecting Deaf Students of Using E- Learning According to the Technology Acceptance Model (TAM)

  • Aldanah Khalid Alghanim Postgraduate Candidate, Educational Technology Department, College of Education, King Saud University, Saudi Arabia
  • Uthman turki Alturki Professor of Educational Technology, Educational Technology Department, College of Education, King Saud University, Saudi Arabia, ualturki@ksu.edu.sa


This study aimed to know the factors affecting the deaf students’ of using synchronous and asynchronous e-learning according to the technology acceptance model (TAM). It also aimed to know the impact of TAM elements (perceived ease of use - perceived usefulness - behavioral intention to use - actual use of technology) on deaf students' use of e-learning. The study used the descriptive survey method, which is considered one of the most appropriate approaches for the current study, it is based on describing the true reality of the phenomenon and then analyzing the results and building conclusions in the light of the current reality. As a result of the study, the most important factors affecting the deaf students of using e-learning according to the technology acceptance model were the perceived usefulness factor, followed by the behavioral intention to use factor, then the actual use of e-learning, and finally the perceived ease of use factor.

Key Words: learning, motivation, technology acceptance and adoption models.


Download data is not yet available.


AlHams, A. A., Doghmush, H. p. (2018). Obstacles facing deaf students in employing e-learning and ways to overcome them - the Islamic University as a model. Journal of the Islamic University of Educational and Psychological Studies, 26(4).

Ali, A. F. (2017). Using the Technology Acceptance Model (TAM) to investigate the effectiveness of assistive technology based on mobile adaptive learning applications to enable people with visual impairment to learn. Journal of Education (Al-Azhar), 36, 57-112.

AlSaeedi, A. s. (2015). Assessment of the factors affecting students' use of the DesertTolern system: In light of the Technology Acceptance Model (TAM) "Analytical Study". The Arab Journal of Educational and Social Studies, (7), 5-43.

AlThaqafi, N. A., Mushait, M. M. (2022). Obstacles to using augmented reality technology in teaching deaf and hard of hearing students from the point of view of teachers in Jeddah. The Arab Journal of Disability and Gifted Sciences, 6(19), 303-336.

Alturki, Y.S. (2005). Educating and educating deaf and hard of hearing students. Indexing of King Fahd National Library during publication.

AlWathiq, S. M. (2018). E-learning and its management systems. Journal of Educational Sciences, (3), 267-305.

AlZaylai, A.S. (2019). Using Technology for Deaf Students to Learn English as a Foreign Language in Saudi Arabia. Journal of Educational and Psychological Sciences. Volume (3), Issue (21), P: 137 - 156.

Arafh, n. T., Meligy, M. M. (2017). Using the technology acceptance model to analyze the attitudes and intentions of Saudi university students towards using e-learning for their courses. The Arab Journal for Quality Assurance of University Education. (30).

Ben Amer, W., Bakhosh, A., & Saed, S. (2019). Difficulties of employing e-learning from the point of view of higher education professors. The Arab Journal of Specific Education, (7), 115-138.

Fouda, A. M. (2018). The computer and its uses in education. King Fahd National Library.

Gyamfi, S.A. (2016). Identifying Ghanaian Pre-Service Teachers' Readiness for Computer Use: A Technology Acceptance Model Approach. International Journal of Education and Development using ICT, 12, 105-122.

Hussein, H. a. (2020). Methods of teaching the deaf in the light of the challenges of the twenty-first century. House of Science and Faith, New Publishing House.

Khafit, A., Sulastri, S., & Fauzan, S. (2020). Technology Acceptance Model (TAM): Measurement Of E-Learning Use by Accounting Students at Malang State University. Asia Pacific Journal of Management and Education (APJME), 3(3), 64-72.‏

Khairul, Okyere-Kwakye, E., Ilona, D., & zaitul (2020). Students’ Intention to Participate in E-learning. KnE Social Sciences, 273–280-273–280.

Lago, E.F., & Acedo, S.O. (2017). Factors Affecting the Participation of the Deaf and Hard of Hearing in e-Learning and Their Satisfaction: A Quantitative Study. The International Review of Research in Open and Distributed Learning, 18, 267-291.

McKeown, C. (2021). The Characteristics of Deaf Adult Learners Related to Predictors of Online Learning Success (Doctoral dissertation, University of South Florida).‏

Mesmoudi, M. (2019). THE IMPACT OF E-learning programs on deaf and hard of hearing learners of tefl situation.‏ (Master Dissertation, University of Biskra)

Pappas, M. A., Demertzi, E., Papagerasimou, Y., Koukianakis, L., Kouremenos, D., Loukidis, I., & Drigas, A. S. (2018). E-learning for deaf adults from a user-centered perspective. Education Sciences, 8(4), 206.‏

Rosenberg, M. (2019). E-learning: Strategies for communicating knowledge in the digital age (N. Al-Hazani, translator). King Saud University Publishing House. (original work published in 2001).

Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2), 186-204.‏

Xiong, T. (2018). The Impact of Technology Innovations in High School Biology Courses on Science Learning for Hmong Students. (Doctoral dissertation, Walden University).‏

World Health Organization. (2021). Deafness and hearing loss. https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss

How to Cite
Alghanim, A., & Alturki, U. (2022). Factors Affecting Deaf Students of Using E- Learning According to the Technology Acceptance Model (TAM). International Journal of Research in Educational Sciences., 5(4), 225 - 256. Retrieved from https://iafh.net/index.php/IJRES/article/view/377