Causal Relationship Model of the Information and Communication Technology Skill Affect the Technology Acceptance Process in the 21ST Century for Undergraduate Students

Thanyatorn Amornkitpinyo,Pallop Piriyasurawong

doi:10.3991/ijet.v10i1.4185

Abstract

The objective of this study is to design a framework for a causal relationship model of the Information and Communication Technology skills that affect the Technology Acceptance Process (TAP) for undergraduate students in the 21ST Century. This research uses correlational analysis. A consideration of the research methodology is divided into two sections. The first section involves a synthesis concept framework for process acceptance of the causal relationship model of the Information and Communication Technology skills that affect the Technology Acceptance Process for undergraduate students in the 21ST Century. The second section proposes the design concept framework of the model. The research findings are as follows: 1) The exogenous latent variables included in the causal relationship model of the Information and Communication Technology skills that affect the Technology Acceptance Process for undergraduate students in the 21ST Century are basic ICT skills and self-efficacy. 2) The mediating latent variables of the causal relationship model of the Information and Communication Technology skills that affect the Technology Acceptance Process for undergraduate students in the 21ST Century are from the TAM Model, these includes three components: 1) perceived usefulness, 2) perceived ease of use and 3) attitudes.  3) The outcome latent variable of the causal relationship model of the Information and Communication Technology skills that affect the Technology Acceptance Process for undergraduate students in the 21ST Century is behavioural intention.

Highlights

Thailand has implemented ICT Policy Framework (B.E. 2554-2563, ICT 2020) which aims to enhance the economy and quality of life of the Thai people and lead Thailand towards a knowledge-based economy and society
Information and communication technology can be used to promote learning in order to drive education and encourage "wise learning". This is related to the way in which we ought to manage education according to National Education Act of B.E. 2542 (1999) Chapter 9, which concerns the role of technology within education
Perceived usefulness is an important factor in Technology acceptance model which affects on attitude, behavioral intention. [19], [20]

Summary

INTRODUCTION

Thailand has implemented ICT Policy Framework (B.E. 2554-2563, ICT 2020) which aims to enhance the economy and quality of life of the Thai people and lead Thailand towards a knowledge-based economy and society By this respect, information and communication technology can be used to promote learning in order to drive education and encourage "wise learning". This is related to the way in which we ought to manage education according to National Education Act of B.E. 2542 (1999) Chapter 9, which concerns the role of technology within education It states that learners have the right to develop their technology-utilizing abilities for educational purposes. Higher education institutions in Thailand have to plan the strategy for teaching patterns in the 21ST century They need to prepare their institutions for educational resource management and technological strategic development by using technology and communication devices for the efficient improvement of lecturers and students.

RESEARCH OBJECTIVES

LITERATURE REVIEW

VARIABLE

RESEARCH HYPOTHESE

VIII. CONCLUSION