The Effect of Computer Self-Efficacy and Attitude on Undergraduate Students’ Intention to Use Emerging Technology in Classroom Learning

Abstract

Although digital technology is playing an increasingly significant role in education and students are using digital technology in their everyday lives, the use of digital technology in their academic learning is still very limited. The literature indicates that the individual factors, such as computer self-efficacy and attitude, are significant predictors of whether or not individuals intend to use technology. In this context, a research conducted to investigate the effect of undergraduate students’ computer self-efficacy and attitude toward digital technology on their intention to use digital technology in their academic learning. The objective of this research was to examine the effect of individual factors on undergraduate students’ intentions to use innovative digital technology in their academic learning. A survey was conducted on undergraduate students in spring, summer, and fall semesters at a regional campus of a large public university. The research findings support the literature that computer self-efficacy and attitude have significant effects on undergraduate students’ intention to use digital technology in their academic learning. Therefore, both factors should be considered important in the process of implementation of digital technology in undergraduate learning environment. The results from this study will provide educators and administrators in higher educational institutions a better understanding about the undergraduate students’ adoption of digital technology in their learning process.