Reviewer 1 (Highlighted = Yellow)

No.

Comment

Action

Page No

1

1. Confusing sentences - for example: “E-learning systems are a blend of in-person and online learning that shortens class periods and increases student interest and enjoyment [1,7].” (lines 46-47),

This sentence deleted from the text

1

1

“The integration of classes with in-person (15%–100%) and online learning (20%–99%) can shift to 100% online learning.” (lines 98-99),

Sentence rewritten

" Several studies have examined the main factors that influence people's decision to adopt and accept technology, as well as their intention to use online systems. The combination of in-person and online classes, ranging from 15% to 100% in-person and 20% to 99% online, can be transformed into a complete online learning experience. However, earlier research indicated uncertainty about whether the benefits of online learning outweighed those of traditional learning in terms of enhancing students' motivation to use e-learning systems [1, 5, 10, 44]."

2

1

“(7) using technology, such as artificial intelligence, machine learning, and gamification, to enhance the learning experience.” (lines 156-157), “The study was used to build each item.” (line 364) and many more.

Deleted from the manuscript body

2

 Unnecessary and/or confusing in-text citations - for example: “This study aimed to identify the relevant elements that influence how e-learning systems are used [10].” (lines 57-58), “This study used the TAM and ECT to examine the acceptance and use of e-learning systems by students in Omani HEIs [11].” (lines 60-62), “[11]Despite the widespread use of e-learning systems, factors that drive student acceptance, which is crucial for effective and efficient learning, remain unknown.” (lines 134-135), “Table 2 shows the factors frequently analyzed in 17 previous studies [24].” (line 225), etc. Also, you started too many sentences with “This study”. Additionally, in the section Limitations and future work you somehow added “visual arts students in Saudi Arabia”. Did those students (from Saudi Arabia) participate in this study?

All these unnecessary citations removed from the text.

Limitation updated without mentioning “visual arts students in Saudi Arabia”

All pages

3

Incorrect or completely wrong in-text citations - for example, there is no way that your in-text citations of the third paper (Davis FD. Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly. 1989 Sep 1:319-40.) are correct. See Table 2 or line 269 (“such as mobile apps [3]”). I have to stress that the majority of in-text citations are incorrect or completely wrong.

Citations re-checked and modified in proper numbers.

Table 2 and Table 1 updated to be similar and used the same studies.

This study summarized (15) articles.

5-7

4

In Figure 1 you indicated that you selected 15 articles. However, in Table 1 you summarized only 10. Also, in line 225 you pointed out that Table 2 shows factors from 17 studies. Still, in Table 2, there are 19 references. Additionally, in Table 3, you added new references that are not included in Table 2 (for example: 6, 8, 14, 20, 23, 26, 27, 28, 32 and 34). 

Table 1 modified to include all 15 articles

Table 2 modified to be only 15 articles

Table 3 modified to include the same articles used in the above two tables

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8

8

5

Figure 4 (Flowchart of article selections) is extremally questionable.

Figure 1 Removed from the manuscript

6

PU and PEOU are defined at least three times (lines 164-166, 184-188, and 239-240).

The extra definitions are deleted

7

Items (Table 4) are not clear.

(Measure) renamed as (Item)

10

Reviewer 2 (Highlighted = Green)

1

Introduction section: In this section, the author does not describe in detail the importance of e-learning in Oman, what are the conditions for adopting e-learning in Oman, government programs and other valuable information.

New paragraphs added in introduction:

E-learning, the use of electronic technologies to deliver educational content, has gained significant importance in Oman…………..

Importance of E-Learning in Oman, Accessibility: E-learning allows students in remote areas or with physical…………

The adapting of e-learning in Oman needs, Infrastructure to facilitate widespread e-learning adoption, Oman has made…….

1 and 2

2

What is the important of this study? what is the novelty of this study? what is the structure of this paper must be added in end of this paragraph.

These questions answered within the answers of first comment

The novelty of this study includes Enhanced Understanding of User Behavior: The study may provide deeper insights …..

About the structure, a new paragraph added to the end of introduction to show the full structure of the article

2-3

3

Literature review section: Table 1, what summary of studies? Revise the table title. Add descriptions from which countries are these 15 studies?

Table 1 title changed to " A Comprehensive Review of Key Research Findings"

4

4

Figure 5: according to P. Jiang, T. T. Wijaya, M. Mailizar, Z. Zulfah, and A. Astuti, “How Micro-Lectures Improve Learning Satisfaction and Achievement: A Combination of ECM and Extension of TAM Models,” Mathematics, vol. 10, no. 19, p. 3430, 2022, doi: 10.3390/math10193430. They found that perceived usefulness has significant impact to student satisfaction. Please analyse this article to improve your research model.

This article is a development of a previous reference

Tawafak, R. M., Alyoussef, I. Y., & Al-Rahmi, W. M. (2023). Essential Factors to Improve Student Performance Using an E-Learning Model: Review Study. International Journal of Interactive Mobile Technologies, 17(3).

The work totally based on this model

This manuscript lack of methodology section: in this section, author can explain about, instrument, data collection, data analysis, procedure, and consent of participants. What software and how author interpreting the data is need to know.

A full section named methodology added

A detailed description added to data analysis for the instrument, data collection, and data analysis.

SEM-PLS program are used in this study and G power program

10-11

Where is the discussion section? In this section, author need to review the findings, discuss the outcomes, stake a claim, do analysis, offer explanations in details, reference the literature and state implications.

New section added for discussion

13-14

Implications are written before the conclusion section

Done

The two sections swapped

14

I detect inappropriate self-citations (10 citations) in this article. it is good to be careful of this behaviour. I suggest the author change the citations and references, considering there is many studies about M-learning has valuable findings.

Many self-citations were removed from the manuscript

Reviewer 3 (highlighted =Blue)

1. The research results can be applied only in the local area. How to scale them up? At this time, the article requires a detailed explanation of why readers from other countries should read your article. Otherwise, this article should be published in a regional journal. Please specify the practical significance for foreign scientists and practitioners.

It can be used for all gulf countries and easily to be implemented in the whole world and different circumstances.

2. What is the scientific novelty of the article?

The novelty of this study includes Enhanced Understanding of User Behavior: The study may provide deeper insights …..

2-3

3. What are the practical recommendations resulting from research at this stage? The results are obtained and analyzed, but the model for implementing the results is not clear.

Based on the research on the analysis of e-learning system use using combined TAM and ECT factors, several practical ………… leading to improved learning outcomes for students.

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4. Can the result of the research be implemented for other levels of education? Please clarify.

The model was constructed by integrating three separate models and building upon an existing general model. This indicates that the research findings have a broader applicability beyond the specific context in which the study was conducted.

………

Customization and adaptation may be necessary to account for variations in learners' needs, technological infrastructure, and pedagogical approaches across different educational contexts.

14

5. Improve the quality of figs 1, 4.

Done for Fig1

Fig 4 removed from the manuscript

No

Reviewer Comment (Highlighted color = blue)

Action taken

Pages

1

The conclusions are consistent with the evidence and arguments presented. They address the main question posed, but the discussion section needs to be included . There is not clearly presented the contribution of this manuscript compared to already obtained results (please. you can include references compared to which you claim that the obtained results are significant)

A full section named methodology added

A detailed description added to data analysis for the instrument, data collection, and data analysis.

SEM-PLS program are used in this study and G power program

1.                Methodology

This study provides a comprehensive explanation of the methodology, instrument, data collection, data analysis, procedure, and consent of participants. The study was conducted at Al-Buraimi University College during the first semester of the 2019-20 academic year, involving a sample of 276 students in the IT field. Out of the distributed questionnaires, 220 completed responses were collected for analysis.

To determine the expected sample size, the researchers employed G-power, a statistical software commonly used for power analysis. Based on the analysis, it was determined that a minimum of 85 responses was needed to achieve statistical significance [19, 27, 42].

After the data collection phase, the collected data underwent a cleaning and preparation process to ensure its accuracy and reliability. The author employed descriptive statistics to summarize the data, utilizing the SEM-PLS program for the analysis. SEM-PLS (Structural Equation Modeling-Partial Least Squares) is a statistical technique commonly used for analyzing complex relationships between variables.

Furthermore, factor analysis was employed to identify the factors that influence e-learning acceptance and use. This technique allows researchers to uncover underlying dimensions or latent constructs that contribute to the observed data patterns. Regression analysis was then utilized to examine the relationships between the identified factors and e-learning acceptance and use. Regression analysis enables researchers to assess the extent to which one variable predicts or explains the variance in another variable.

2.                Data Analysis

Questionnaires were distributed to 276 students in IT at Al-Buraimi University College during the first semester of 2019–20, and 220 completed responses were obtained. The expected sample number was assessed using G-power, and 85 responses was considered sufficient to show significance [19, 27, 42].

To analyze the data collected in this study, the author employed a combined approach that integrates the Technology Acceptance Model (TAM) and the Extended Unified Theory of Acceptance and Use of Technology (ECT). The TAM framework explores how users perceive and adopt technology, while the ECT framework considers various factors that influence user acceptance and usage of technology.

Using this combined approach, the author conducted a thorough analysis of the collected data. The specific details of the data analysis techniques, such as the statistical methods or software used, are SEM-PLS program. However, it is crucial for the author to employ appropriate statistical analyses, such as regression analysis or structural equation modeling, to examine the relationships between the identified TAM and ECT factors and e-learning system use. These analyses help to determine the significance and strength of the relationships between the variables.

The collected data were cleaned and prepared for analysis. Descriptive statistics were used to summarize the data. Factor analysis was used to identify the factors that influence e-learning acceptance and use. Regression analysis was used to test the relationships between the identified factors and e-learning acceptance and use.

The procedure followed in this study involved several stages. Firstly, defined the research objectives and formulated research questions related to e-learning system use. The study likely involved a literature review to identify the relevant TAM and ECT factors that influence technology acceptance and usage. Next, designed a survey or questionnaire based on the identified TAM and ECT factors. The participants, 220, were likely individuals who have experience or exposure to e-learning systems. The researchers then obtained the necessary ethical approvals, if applicable, to ensure that the study adheres to ethical guidelines. After obtaining the required permissions and approvals, the author distributed the survey or questionnaire to the participants. It is essential provide clear instructions and guidelines to ensure consistency and accuracy in data collection.

10-11

New section added for discussion

3.                Discussion

This study discussed paragraphs highlight the importance of e-learning acceptance and explore the factors that influence the adoption and usage of e-learning systems [49]. Various e-learning acceptance models, such as TAM, ECT, and Diffusion of Innovations theory, have been developed to explain and predict user behavior in technology-enhanced learning [49, 51].

The paragraphs mention that several studies have investigated the factors influencing people's decision to adopt and accept technology for learning [1, 20, 29, 30, 51]. Most of these studies pointed to the factors used in TAM and the additional factors of Satisfaction and Use form ECT and other models, included perceived usefulness, perceived ease of use, behavioral intention and system use [1, 29, 51]. While the combination of in-person and online classes can provide a complete e-learning experience, earlier research raised uncertainty about the benefits of online learning compared to traditional methods. Evaluating acceptance criteria for e-learning systems involves considering course content, the expertise of teachers, and the simplicity of accessing and following the content [5, 12, 14].

To improve learning outcomes, instructors need specialized knowledge and the aid of teaching technologies [5, 26]. Students also benefit from practicing technology skills and resolving issues individually or in groups. Acquiring knowledge requires abilities such as creativity, problem-solving, and critical thinking, as well as teamwork and communication skills. These factors can influence how well students engage with technology in a professional setting 10, 20, 22, 47, 49].

The lack of a comprehensive model for e-learning acceptance poses a challenge for designers, developers, and educators in designing effective e-learning systems. The studies mentioned aim to fill this gap by exploring the major factors contributing to e-learning acceptance and providing a comprehensive understanding of the underlying mechanisms and processes. The proposed models can inform the design and implementation of effective e-learning systems and enhance student learning outcomes [1, 29, 51].

Additionally, the integration of technology into education has the potential to enhance student learning outcomes. However, the adoption of teaching technologies by educators can face barriers such as resistance to change and lack of technical knowledge and skills. Understanding the key individual and organizational factors that influence the adoption of teaching technologies can inform the development of strategies and programs to support educators and improve student learning outcomes.

Overall, these findings emphasize the importance of understanding and addressing the factors that influence e-learning acceptance to design and implement effective e-learning systems that enhance student learning outcomes. Strategies such as using multimedia, offering personalized learning paths, providing timely feedback, encouraging collaboration, incorporating game elements, and connecting learning to real-world contexts can create an engaging and effective e-learning environment aligned with learner needs and expectations.

The model was constructed by integrating three separate models and building upon an existing general model. This indicates that the research findings have a broader applicability beyond the specific context in which the study was conducted.

The research findings can provide valuable insights into factors that influence e-learning system use across different educational levels. The cognitive load, which refers to the mental effort required to process and retain information, can be a relevant factor to consider in designing e-learning systems for learners at various educational levels. Understanding and managing cognitive load can enhance the effectiveness of e-learning experiences.

The intention to use the e-learning system, which reflects the students' degree of intention to use the system in the future, is another important factor highlighted in the research. This aspect can be relevant across different educational levels, as students' intention to use technology for learning can have a significant impact on their engagement and outcomes.

Furthermore, the actual use of the e-learning system, measuring the extent to which students actually utilize the system, is a crucial factor to consider. This factor provides insights into the effectiveness of e-learning implementation and can guide future improvements in the design and implementation of e-learning systems at different educational levels.

While the specific research cited may focus on a particular educational context, the underlying concepts and factors explored can have broader implications. However, it is important to consider the unique characteristics and requirements of different educational levels when implementing and adapting the research findings. Customization and adaptation may be necessary to account for variations in learners' needs, technological infrastructure, and pedagogical approaches across different educational contexts.

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