Abstract
Internet of Things (IoT) is an emerging technology in the field of education, which has not yet been consolidated. Acceptance and adoption studies of IoT in higher education are scarce. Accordingly, the purpose of this study was to explore the acceptance of the IoT by university professors for future adoption in higher education. An online survey was implemented based on the unified theory of acceptance and use of technology (UTAUT), in a sample of 587 Spanish university teachers, aged between 21 and 58. The results showed that performance expectancy, facilitating conditions, and attitude toward using technology were influential in behavioral intention to use IoT. While the intention for use was similar between men and women and with respect to age. However, in the different constructs of the UTAUT model, the highest average scores were obtained in men and in teachers over 36 years of age. Finally, the findings and implications of the paper are discussed, showing empirical evidence on the adoption and acceptance of IoT in higher education in the context of Spain, highlighting the need for further research on emerging technologies in a context that is marked by COVID-19.
Highlights
The first two decades of the 21st century have witnessed unparalleled development in the field of communications and technology [1]
The model determination coefficients (R2) for each construct were for performance expectancy (PE) (R2 = 0.015); EE (R2 = 0.018); social influence (SI) (R2 = 0.004); facilitating conditions (FC) (R2 = 0.018); attitude toward using technology (ATUT) (R2 = 0.013); and, behavioral intention to use (BI) (R2 = 0.325)
This has caused the education system to mark as a challenge the immersion of new resources that have burst into the classrooms, promoting a change in how we understood teaching until now
Summary
The first two decades of the 21st century have witnessed unparalleled development in the field of communications and technology [1]. From the industrial development, placing us in the fourth revolution (from 2010 onwards) characterized by the so-called intelligent industry [4,5,6], where the decision making is autonomous by cyberphysical systems through the use of automatic learning and data analysis [7] On the other, it can be placed within the so-called fourth wave of computing, known as the Internet of Things (IoT) [8]. The IoT, the International Telecommunication Union (ITU) [15] defines it as “a global infrastructure for the information society, enabling advanced services by interconnecting (physical and virtual) things based on existing and evolving interoperable information and communication technologies” In this sense, Ashton [16] coined the term “Internet of Things”, to describe the network connecting objects in the physical world to the Internet [17]. In the case of education, the literature reviewed [18,19,21,22,23,24,25,26,27] suggests that the impact of IoT today is less than in other sectors
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