Abstract
ABSTRACTIn contrast to traditional learning, the success of learning via educational technology is found to rely on the extent to which students are ready for the technology. Measuring the readiness of educational technology with students’ commitment, personal involvement, motivation, passion, and availability, this study examined how the level of perception about different attributes of educational technology (i.e., remote access, flexibility, engagement, feeling of isolation) and academic achievement affect hospitality management students’ readiness of the technology. Results show that engagement attribute is most and remote access attribute is least likely to affect students’ readiness of educational technology.
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