Technology acceptance model to analyze the usage of web-based learning system in Libyan schools

The study investigate the factors affect the usage of web based learning as a tool to facilitate and improving the learning process in Libyan primary school's classroom. Nevertheless, However, the inclusion of new innovation in education has been investigated by many researches, who revealed that the acceptance of technology in schools depends on the use acceptance, in fact without this exertion the insertion of technology would be intensely underutilized and eventually would fall flat, for that reason a new proposed model has been provided by extending the technology acceptance model (TAM), in this model some external variables have been added to basic TAM model, the external four variables which are computer anxiety, perceived enjoyment, computer playfulness, and gender. In term of collecting the data required an online survey was launched to collect the data from 254 which including administrators, inspectors, teachers, educational experts and workers in the education field in Libya to reach wide area and different ideas and beliefs inside Libya. The target of this research is extending the basic Technology Acceptance Model (TAM) to determine the factors that influences the utilization of a web-based learning system as learning and instructing instrument in Libyan primary schools. The outcome of this study has discovered that behavioral intention has a significant positive direct effect to predict the actual use of web-based learning system. Moreover, perceived usefulness, perceived ease of use, computer playfulness, perceived enjoyment and attitude toward use are found to be indirect positive significant effects on actual use of web-based learning system. On the other hand, computer anxiety is found to have indirect insignificant effect on actual use of web-based learning system. In terms of gender, females' actual use of web-based learning system is higher than males'; however, it is not significant.