Perceived Usability and Usefulness: A TAM Investigation of Google Classroom Adoption by Moroccan University Teachers

Following the push for the digitization of education in Morocco, teachers in higher education have used various learning management systems, such as Google Classroom, in their teaching processes. Situated within Human–Computer Interaction Theory, the current contribution explores individual and attitudinal factors behind higher education teachers of English as a Foreign Language acceptance and the use of Google Classroom. A questionnaire adapted from Davis’ Technology Acceptance Model was distributed to 66 teachers from Hassan II University in Morocco. Different inferential analyses, such as correlations and simple and multiple linear regressions, were carried out in the Statistical Package for the Social Sciences version 25 to determine the type of association that exists between teachers’ acceptance of Google Classroom and their individual characteristics and perception of the platform’s usability. According to the findings, instructors who perceived the platform was beneficial and simple to use employed it more frequently in their classrooms. The current study’s findings suggest that integrating professional development programs like in-service training and workshops into curricula is essential to increase teachers’ use of different learning management systems. These training sessions can motivate teachers to adopt modern technology more quickly, transition smoothly from traditional methods, and fully explore the comprehensive features different learning management systems can offer.