Sprenger, DavidSchwaninger, Adrian2021-11-052021-11-0520212365-9440https://doi.org/10.1186/s41239-021-00243-4https://irf.fhnw.ch/handle/11654/32715.1Digital technologies have gained much popularity in education thanks to the cost efficiency they gain through scalability. While the acceptance of some of these new digital technologies has been investigated, there are few direct comparisons. The most established model for measuring acceptance is the technology acceptance model, which can predict the behavioral intention to use the technology. We compared four digital learning technologies (e-lectures, classroom response system, classroom chat, and mobile virtual reality) in terms of their technology acceptance. The classroom response system had the highest level of acceptance. It was closely followed by e-lectures, then the classroom chat and then mobile virtual reality. The students evaluated all tools favorably before and after usage, except for mobile virtual reality, which saw a substantial drop in perceived usefulness and behavioral intention after 3 months’ usage.en-USE-learningDigital learning technologiesTechnology acceptancePerceived ease of usePerceived usefulnessBehavioral intentionClassroom response systemClassroom chatE-lecturesMobile virtual reality01A - Beitrag in wissenschaftlicher Zeitschrift1-17