Exploring acceptance toward tablet-based learning among K-12 students in Southeast China: Age and gender differences

Tablet-based learning is increasingly popular in K–12 education worldwide. Acceptance of this learning method is crucial for its successful implementation in schools. Pertinent research indicated that males and females used technology differently, and younger and older users had unique technology acceptance. Understanding these gender and age differences can lead to more effective and positive learning experiences for K–12 students. While some studies have examined mobile learning acceptance in other countries, the results may differ in the context of China. This study used exploratory factor analysis, confirmatory factor analysis, two-way between-subjects ANOVA, multiple regression, and two-way between-subjects MANOVA to analyze data collected among 658 K–12 students with tablet-based learning experiences in Zhejiang province, southeastern China. Results indicated there were significant gender and age differences in the acceptance of tablet-based learning among K–12 students. In addition, performance-effort expectations, social influence, and technology self-efficacy for problem-solving were determined to be the main determinants of K–12 students’ acceptance of tablet-based learning. Age and gender differences existed in performance-effort expectations, and only age differences existed in social influence. These findings offer theoretical and practical insights for future research. Practitioners can redesign tablet-based learning based on these main determining factors and differences. In addition, this study provides researchers with a perspective to add technological self-efficacy to UTAUT in a new context.