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AZIZ SHUAIB AUSI
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Research Summary: Project-based learning through the technology acceptance model framework: its impact on self-regulated learning of university students

Original authors
Attribution requires verification
Original source
Frontiers in Education
Summary & Analysis prepared by
Aziz Shuaib Ausi
Resource type
Research Summary / Knowledge Resource
Resource published on AZIZ OS
25 September 2026
Reading time
1 min
Publication type
Knowledge Resource
Availability
Open access
About this Summary & Analysis

AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.

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A study investigated the impact of project-based learning (PjBL), integrated with the Technology Acceptance Model (TAM), on university students' self-regulated learning (SRL). Using a quantitative explanatory design with 250 undergraduate students, it found that PjBL significantly and directly improved SRL. Furthermore, PjBL indirectly enhanced SRL through students' perceived usefulness and perceived ease of use of the technology involved.

Why it matters

This research highlights effective pedagogical approaches that foster critical student capabilities. Understanding how specific educational interventions, particularly those integrating technology, enhance self-regulated learning is crucial for developing future-ready talent and optimizing educational outcomes across various domains.

Key insights

  • Project-based learning (PjBL) significantly and directly affects university students' self-regulated learning (SRL).
  • PjBL also indirectly influences SRL through the mediating role of perceived usefulness (PU) of technology.
  • PjBL's impact on SRL is also mediated by students' perceived ease of use (PEOU) of technology.
  • The study employed a quantitative explanatory design using covariance-based structural equation modeling (CB-SEM) with data from 250 undergraduate students.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1879893

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Verification ID
ASA-EXE-2026-00774
Version
v1.0 · r0
Issued
25 September 2026
Resource prepared by
Aziz Shuaib Ausi
Resource status
Research Summary / Knowledge Resource
Underlying work
Project-based learning through the technology acceptance model framework: its impact on self-regulated learning of university students
Original authors
Attribution requires verification
Original source
Frontiers in Education
Provenance status
Attribution requires verification
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Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.

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