Verificator is an educational tool for teaching introductory programming at the university level. This study integrates programming anxiety and computer self-efficacy into the Technology Acceptance Model (TAM) with an aim to examine the factors that affect the acceptance of Verificator by information science students. Data were collected using an online survey questionnaire while the hypothesized relationships in the research model were tested employing the variance-based Partial Least Squares (PLS) technique. Theoretical and practical implications as well as future research directions are presented and discussed.
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