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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
- Last updated
- 8 November 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.
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
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.