ABSTRACT While Learning Innovations (LIs) deployment and development in Nigeria continues to increase, experiences and benefits of these innovations have largely not been widespread. Thus, it is important to understand the reasons leading to the acceptance and use of technological innovations in schools. A number of theories and models has been developed and validated in different contexts to help explain technology acceptance. Among these models, UTAUT is considered to be the most robust, and influential model in predicting acceptance of information technology by its users. Despite being a robust model, UTAUT was limited to the fact that its variance on LI is poor. Hence, inappropriate for learning innovation adoption. Aiming to solve this problem, this study proposes and validated a generic usability and acceptance model (GUAM) with a view to measuring behavioural intention to accept and use learning innovations. The proposed GUAM incorporates four constructs: user expectancy, institutional supports, social influence, and perceived system expectations. Individual differences—namely, age, gender, awareness, accessibility, and experience—are hypothesized to moderate the effects of these constructs on behavioral intention and technology use. Measures for the study were adopted from previous studies, and a questionnaire tagged Learning Innovations Adoption Questionnaire was used. Exploratory and confirmatory factor analyses were used to test and better understand the underlying structure of the proposed model, using structural equation modelling (SEM). Results from a two-stage survey, with learning innovation use data collected after the first survey, of 1,357 respondents supported our generic model. Compared to UTAUT, the proposed GUAM produced a substantial improvement in the variance explained in behavioral intention (72%) and technology use (63%). This study proved that domain-based model outperforms a general adoption model, which attempts to address many classes of technologies
