Role of technology attitude and online platform effectiveness in shaping learning outcomes among competitive examination aspirants in India

In India, competitive examinations play a crucial role in shaping students’ academic and career trajectories, leading to increased reliance on online learning platforms. Despite this shift, limited research has examined how platform effectiveness and learners’ attitudes towards technology jointly influence learning outcomes in this context. Grounded in the Technology Acceptance Model (TAM), this study investigates the role of technology attitude and online platform effectiveness in shaping learning outcomes among competitive examination aspirants. A descriptive and correlational research design was adopted, and data were collected from 384 aspirants using a structured and validated questionnaire. The data were analysed using t-tests, ANOVA, regression, and structural equation modelling (SPSS 26 and AMOS 23). The findings reveal that the effectiveness of online platforms—particularly innovation, infrastructure, and learning flexibility—significantly enhances learning outcomes. Additionally, attitude towards technology plays a mediating role in this relationship. Demographic differences were also observed, indicating variations in perceptions across gender, age, and educational background. The study contributes to the literature by providing a theoretically grounded understanding of EdTech effectiveness and its impact on learning outcomes in the competitive examination context. The findings offer practical implications for educators and platform developers to design more learner-centric and effective digital learning environments. Future research may explore longitudinal effects and behavioural outcomes of technology adoption.