Empirical evaluation of the revised technology acceptance model
Management Science
Extending the TAM for a World-Wide-Web context
Information and Management
International Journal of Human-Computer Studies - Special issue on HCI and MIS
Domains and determinants of university students' self-perceived computer competence
Computers & Education
Why do people play on-line games? an extended TAM with social influences and flow experience
Information and Management
The importance of affective quality
Communications of the ACM - Special issue: RFID
Understanding e-learning continuance intention: An extension of the Technology Acceptance Model
International Journal of Human-Computer Studies
Factors affecting e-collaboration technology use among management students
Computers & Education
Journal of the American Society for Information Science and Technology
User acceptance of computer-mediated communication: The SkypeOut case
Expert Systems with Applications: An International Journal
Learners' acceptance of e-learning in South Korea: Theories and results
Computers & Education
The input-interface of Webcam applied in 3D virtual reality systems
Computers & Education
Task-technology fit and user acceptance of online auction
International Journal of Human-Computer Studies
Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation
Information and Management
Journal of Information Science
The acceptance and use of computer based assessment
Computers & Education
Computer based assessment: Gender differences in perceptions and acceptance
Computers in Human Behavior
Gender differences in e-learning satisfaction
Computers & Education
The acceptance of Moodle technology by business administration students
Computers & Education
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The importance of technology for education is increasing year-by-year at all educational levels and particularly for Universities. This paper reexamines one important determinant of technology acceptance and use, such as perceived playfulness in the context of a blended learning setting and reveals existing gender differences. After a literature review on the mentioned topics, some statistical analysis, such as difference between means and structural equation modeling, were run with a sample of 484 students. The main contribution of this study is to provide evidence that there exist gender differences in the effect of playfulness in the student attitude toward a technology and the intention to use it. In females, playfulness has a direct influence on attitude toward using the system. In males, this influence is mediated by perceived usefulness. Some implications and conclusions are included.