Analysis of the mediating effect of resistance to change, perceived ease of use, and behavioral intention to use technology-based learning among younger and older nursing students

Abstract

BackgroundTo date, research has not examined the mediating mechanism of ease of use and emotional reaction on the short-term focus of resistance to change and behavior intention to participate in technology-based course activities. ObjectivesThe study compares resistance to tech-based learning changes in younger and older nursing students and examines how ease of use and emotional reaction mediate between a short-term focus of resistance to change and intentional behavior to participate in technology-based course activities. MethodsThe researcher recruited 218 nursing students from the School of Health Sciences for a cross-sectional survey. Participants voluntarily completed the online survey, consisting of four sections: perceived ease of use, behavioral intention to use technology, resistance to change scale, and background characteristics. The survey was analyzed using Model 6 via Process software, and ethical considerations such as informed consent and confidentiality were maintained. ResultsThe study found that younger nursing students had a more robust emotional response to changes in technology-enhanced learning, and older students were more cognitively rigid. The study also found statistically significant serial multiple mediations of emotional response and perceived ease of use in the relationship between short-term focus and intended behavior. ConclusionsThe study highlights the importance of considering learner diversity, including age, in designing technology-based learning programs and the role of ease of use and emotional reaction as mediating factors in determining students’' behavioral intention to participate. The findings contribute to the literature on inclusive education and the relationship between resistance to change, ease of use, and intention behaviors in technology-based learning.