Evaluation of the technology acceptance model applied to a microworld for learning economic and financial concepts

Abstract

The integration of digital technologies into educational environments has significantly transformed teaching and learning processes. This article examines the application of the technology acceptance model (TAM) to evaluate an educational microworld titled Financial Galaxy, developed to enhance economic and financial literacy among primary school students (boys and girls). Employing a descriptive quantitative research design, a TAM-based questionnaire –adapted for the educational context– was administered to assess four core constructs: perceived usefulness (PU), perceived ease of use (PEU), attitude toward use (AU), and behavioral intention to use (BIU). The study sample consisted of 30 students, whose responses indicated high levels of perceived usefulness and ease of use regarding the digital tool. These variables exhibited positive correlations with both attitudes toward usage and behavioral intention to engage with the technology. Statistical analyses supported the proposed hypotheses, revealing that perceived ease of use significantly predicts perceived usefulness and attitude toward use, while the latter serves as a direct predictor of behavioral intention. The findings underscore the critical role of intuitive and user-centered design in educational technologies to foster adoption and sustained engagement. This research contributes to the growing body of literature on TAM applicability in underexplored educational contexts, particularly in primary education, and offers empirical validation of its use in evaluating educational microworlds aimed at financial education.