Abstract
The purpose of this article was to adapt and validate a Scale of Extending the Technology Acceptance Model for use in the university context of the Dominican Republic. The sample consisted of 327 students from various public and private higher education institutions in the Dominican Republic. An exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA), reliability analysis and factorial invariance analysis were applied to check the equivalence by gender. The EFA revealed the pentadimensionality of the scale, which was subsequently confirmed by the implemented CFA. Reliability as internal consistency was also very high. Finally, factorial invariance denotes that the factor structure is similar in male vs. female. We can conclude that the scale is consistent, valid and invariant for determining perceived learning in virtual teaching-learning environments within extending technology acceptance model in the Dominican context.
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