Abstract
Technology integration is becoming pervasive in the polytechnic institutes of Bangladesh. Many institutions opted for a blended learning approach to deliver their education. This approach drives the transformation of education towards more digitalization and obliges students to thrive in using technology in the learning process. However, many students lack technical competency and more importantly are deprived of having modern devices in their households. In particular, how students perceive technology and how it affects their learning experience and satisfaction is crucial for effective learning. This area of research is still unexplored in the context of TVET Bangladesh. This study attempts to investigate what are the factors that affect the students' perceived satisfaction with the usage of technology and to what extent students are satisfied with the way technology is being used in their learning process. A quantitative research method using an online survey was conducted across Bangladesh and a total of 847 polytechnic students from 16 polytechnic institutes were recruited through non-probability convenience sampling technique. A structural equation modelling (SEM) and independent multivariate analysis of variance (MANOVA) were employed for the data analysis. The results revealed that self-efficacy positively influenced attitude, and attitude positively influenced social interaction. In contrast, attitude negatively influenced perceived satisfaction. This study can help educators implement strategies such as providing scaffolding, promoting self-directed learning, and commemorating student successes to build self-efficacy and a positive attitude towards technology acceptance.