The influence of digital competence, personal innovation, and the technology acceptance model on nurses in secondary-level hospitals in Java

Aim/Purpose: This study aims to examine the influence of digital competences, technology acceptance, and individual factors (gender and educational level) on academic achievement in Physical Education and Sports Science (PESS). Background: Prior research has established a positive correlation between digital competences and performance, but the mediating role of technology acceptance remains unclear. Furthermore, there is no evidence in the literature about this relationship among students pursuing degrees in PESS. Methodology: A survey was administered to 344 students pursuing degrees in PESS. The Students’ Digital Competence Scale (SDiCoS) measured digital competences, while the Technology Acceptance Model (TAM) assessed technology acceptance. Academic performance was evaluated based on students’ GPAs. Contribution: This paper investigated the role of digital competence within the TAM framework and its influence on academic performance. We propose that digital competence variables positively impact students’ intention to use digital tools for learning. This aligns with TAM principles, where intention and attitude toward technology predict its actual use. Our findings further strengthen the understanding of TAM by confirming strong connections between perceived ease of use, perceived usefulness, and attitude toward technology. Additionally, the study suggests that digital competence and frequent device usage patterns might be more prevalent in postgraduate education. Findings: The investigation supports the link between digital competences and technology acceptance in PESS students. Specifically, TAM variables, particularly attitudes and intentions regarding technology use, significantly predicted these students’ academic performance. Interestingly, no direct association was found between SDiCoS digital competences and academic performance. Digital competence variables were positively associated with students’ intention to use digital tools for learning. Gender differences emerged, with females reporting higher academic performance and proficiency in Communicate, Collaborate, and Share (CCS) competences. Furthermore, postgraduate students reported digital competences, higher academic performance, stronger intentions to use technology, and more frequent utilization of laptops/tablets. Recommendations for Practitioners: Educators, administrators, and policymakers should consider targeted interventions and curriculum development to enhance academic performance in the fields of physical education and sports science. Specifically, strategies should focus on fostering digital competences in areas relevant to the field while addressing gender-specific needs. Recommendation for Researchers: Future research should further explore the nuanced relationship between digital competences, technology acceptance, and academic performance, with a focus on refining the predictive efficacy of TAM variables, and examining the role of individual factors, such as motivation and self-efficacy. Impact on Society: The findings have implications for improving academic outcomes in PESS, ultimately contributing to the development of a highly skilled and technology-literate workforce in this field. Future Research: Future research should examine the specific mechanisms through which digital competences and technology acceptance influence academic performance to develop effective interventions and strategies.

PurposeA new normal regarding teaching and learning has been established after COVID-19. The present study aims to examine the effectiveness of digital technology training on developing academics’ digital competence in higher education context. A conceptual model was developed using stimulus–organism–response (SOR) theory. Additionally, this study investigates the mediating effect of transfer of learning and the moderating effect of innovative climate in the relation between trainer capability and academics’ digital competence.Design/methodology/approachIn total, 24 digital technology training sessions were organized. Data were collected from the 24 digital technology training sessions with 384 participants and analyzed using SPSS PROCESS macro.FindingsThe results indicated that digital technology training content and trainer capability were positively associated with academics’ digital competence. Mediation analysis indicated that transfer of learning mediated the relation between trainer capability and digital competence. Moderated mediated analysis revealed that the relationship between trainer capability and transfer of learning is stronger under a higher innovative climate.Originality/valueThis study contributes to the literature by applying the SOR theory in the context of digital technology training, providing a novel theoretical perspective on how digital training influences academics’ digital competencies. The study offers empirical evidence on the underlying process regarding the effect of digital technology training on academics’ digital competence. The findings revealed that transfer of learning as well as innovative climate play important intervening roles in enhancing academics’ digital competence. Higher education institutions can implement policies to promote the transfer of learning and innovative climate, allowing academics to learn innovative digital technology.

BackgroundWidespread digital transformation necessitates developing digital competencies for public health practice. Given work in 2024 to update Canada’s public health core competencies, there are opportunities to consider digital competencies. In our previous research, we identified digital competency and training recommendations within the literature. In this study, we explored public health practitioners' experiences and perspectives on adapting identified digital competencies and training recommendations for Canada.MethodsBetween November and December 2023, we conducted an interpretive description using four focus groups with 19 public health practitioners working in regional and federal health authorities across Canada, with at least 3 years’ experience in current roles and experience using digital technologies in practice. We explored practitioners’ experiences using digital technologies and sought their opinions on how digital competency recommendations previously identified could be adapted to Canada’s context. To generate deep insights of practitioners’ subjective experiences and perspectives, we analyzed verbatim transcripts using Braun and Clarke’s reflexive thematic analysis.ResultsWe identified three main themes: a) public health systems must evolve to support new digital competencies; b) strengthen the basics before extending towards digital competencies; and c) focus on building general digital competencies with options for specialization where necessary. Findings emphasized matching workforce digital competencies to public health system capabilities and meaningfully integrating digital competencies within existing curricula. Such integration can consider how digital technologies change current public health practice to ensure practitioners are better able to address contemporary public health problems. Findings demonstrated roles for specialized digital programs as resources for learning within health systems and emphasized hands-on real-world training approaches.ConclusionWe need integrated, systems-focused approaches to digital competencies cutting across the current public health curriculum, while creating space for specialized digital public health competencies and roles. Further research is needed to understand requirements for enacting these recommendations in practice.

Purpose – Research on technology acceptance involves one's psychological aspect, known as technology readiness. Particularly in the digital acceptance context related to mobile advertising, this psychological condition is referred to digital readiness. Nasution, Rusnandi, Qodariah and Arnita (2018) argue that digital readiness is a prominent factor in the adoption of technology and digital applications. They have proven the importance of this digital readiness in their research on digital mastery level in a telecommunication company in Indonesia. The purpose of this paper is to investigate the effect of digital readiness on the acceptance toward mobile advertising among millennials in Bandung, Indonesia. Relevant theories – Mobile advertising is part of digital advertising, as stated by Nasution & Aghniadi (2016), they define mobile advertising as a form of digital advertising that has attentions on engaging a strong communication to audience. This type of advertising adoption is still continuously growing and becoming preferable form of advertising for the Millenials. Researchers developed a model that links the influence of digital readiness to mobile advertising acceptance. In addition to these relationships, the research model they developed from the Technology Acceptance Model also included the influence of perceived usefulness and perceived risk to mobile ads acceptance. Design/methodology/approach – The research model is developed from Technology Acceptance Model (TAM) with a specific attention to assessing whether digital readiness influences the respondents’ perception of usefulness and risk of mobile advertising. The research performs quantitative approach using survey that is formed based on previous literature and conceptual model. Structural equations modelling (SEM) is also conducted to test the constructed model and the proposed hypotheses. Byme (2010) states the significance of the estimated coefficients for the hypothesis relationships which indicate whether the relationship between constructs held true or not. This research will then compare between three models that are differed by range of respondents’ ages. First model will be combined age that is 17-24 years old, second model is 17-20 years old and third model is 21-24 years old. Findings – The results show that digital readiness has a significant influence towards mobile advertising acceptance among Millennials, in which action readiness is more considered than attitudinal readiness in terms of further assessing mobile advertising. In addition, the study also illustrates Millennials’ perception of usefulness and risk of receiving mobile advertising. Younger group (17 – 20 years old) will not be affected much by usefulness of mobile advertising rather than the older group who will consider much about usefulness on accepting mobile advertising. The group also will take risk along with their ability to accept mobile advertising. It contradicts with the older group (21 – 24 years old) who see risk as hindrance in accepting mobile advertising. Research limitations/implications – The area coverage of respondents only included several cities across Java and does not concern about the place of origin of respondents. Besides, this research also possesses an age limit for its respondents that range from 17 to 24 years old to limit the diversity of attitudes, beliefs and perceptions. Originality/value – This study focuses on the concept of Technology Acceptance Model (TAM) in which the digital readiness is applied in the context that has not been conducted in Indonesia. Researchers conducted an empirical study on the effect of digital readiness on mobile advertising that is part of digital technology. The results of this research provide opportunities for digital readiness applications in research on the adoption of other digital technologies. Paper type - Applied research

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In recent years, the use of digital technology and its relationship to the ability known as digital competence has become a core concept in discussions about the skills that individuals should possess in a knowledge society. Teachers’ skills in using digital technology are becoming a critical component of developing practical pedagogical knowledge for practice and student learning enhancement. The purpose of this study is to predict the factors that influence secondary school teachers when it comes to using digital technology. This study will establish relationships between personal innovativeness, technology self-efficacy, attitude toward digital technology, and digital competence. In Pahang, Malaysia, a survey was conducted with 493 secondary school teachers from 50 public secondary schools of 11 districts. Proportionate stratified sampling, cluster random sampling, and simple random sampling were used to obtain samples. The findings have established that technology self-efficacy, attitude towards digital technology, and digital competence significantly affect how teachers use digital technology. These findings emphasize the importance of increasing teachers’ digital competence as well as numerous elements that influence teachers’ use of digital technology to fulfill the expectations of future qualified professions and thus prepare students for their future.

Purpose – The advancement of digital technology has significantly transformed the field of education, including Islamic Religious Education (PAI) learning. In Indonesia, the increasing number of internet users and the adoption of technological devices reflect a broad digital transformation. The Merdeka Belajar program demonstrates the government's commitment to digitizing education, including PAI. However, in rural areas such as Gunungkidul Regency, integrating technology into PAI learning still faces challenges, such as limited infrastructure readiness and teachers’ digital competence. Therefore, this study aims to identify the level of digital technology utilization in PAI learning, evaluate teachers’ digital competence, analyze the impact of technology integration on learning effectiveness, and develop a digital technology integration model relevant to the local context. Design/methods/approach – This study employs a qualitative approach with a descriptive method. Data were collected through observation, in-depth interviews, documentation, and surveys involving 30 PAI teachers from 19 senior high schools (SMA) in Gunungkidul Regency, selected using a purposive sampling technique. The analysis is based on the Technology Acceptance Model (TAM) and Technological, Pedagogical, and Content Knowledge (TPACK) frameworks to understand technology acceptance and teachers’ digital competence. Findings – The findings indicate that the utilization of digital technology in PAI learning is relatively widespread, with platforms such as Google Classroom, Moodle, and Edmodo being used. However, there are still gaps in infrastructure and teachers’ digital competence, particularly in creating interactive digital content. Most teachers still rely on simple presentation media and have not fully optimized technology for innovative learning. The integration of technology has been proven to enhance accessibility and interactivity in learning; however, it also poses challenges such as students’ dependency on technology and the limited training opportunities for teachers. To address these challenges, this study proposes a technology integration model that focuses on improving teachers’ digital competence, ensuring equitable infrastructure distribution, developing digital content, and implementing a hybrid learning model. Research implications – The findings provide recommendations for teachers, policymakers, and educational institutions to enhance the effectiveness of digital-based PAI learning. Several strategic steps are proposed, including intensive training for teachers in digital content creation, equalizing access to technology in remote areas, and implementing a hybrid learning model that combines conventional methods with digital technology. Furthermore, improving students’ digital literacy is also a crucial step to ensure that the integration of technology in PAI learning goes beyond mere accessibility and fosters a deeper understanding of Islamic values.

BackgroundOur aim was to understand how digital readiness within general practice varies between different technologies and to identify how demographic, workplace and external factors affect this. The technologies considered include...

This study investigates the factors influencing doctors’ adoption of Electronic Medical Records (EMR) in secondary-level hospitals in Java, Indonesia. Drawing on the Technology Acceptance Model (TAM) and Resource-Based Theory (RBT), the research examines how perceived usefulness, perceived ease of use, technology self-efficacy, outcome expectation, and discomfort shape doctors’ attitudes, behavioral intentions, and actual EMR use. A causal research design was employed, surveying 400 doctors from 80 secondary-level hospitals. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test hypothesized relationships. The findings reveal that TAM significantly predicts doctors’ attitudes and behavioral intentions, which in turn strongly influence actual system use. Conversely, moderating factors such as technology self-efficacy and outcome expectation did not significantly impact adoption, while initial discomfort did not hinder engagement, suggesting adaptive coping among physicians. The study concludes that perceptions of system usefulness and ease of use are the primary drivers of EMR adoption, overshadowing individual confidence or anticipated benefits. Practically, the results highlight the importance of user-friendly system design, hands-on training, and supportive institutional culture to enhance adoption. These insights offer actionable guidance for hospital administrators and policymakers aiming to improve digital transformation and operational efficiency in healthcare.

Nowadays, with technology penetrating into every aspect of our life, the ways to acquire knowledge has been greatly revolutionized. The outbreak of the Coronavirus (COVID-19) has accelerated digital informatization in education and the educational model has been transformed substantially. The demand for digital competence is at record high. The purpose of this study is to systematically explore digital competence in different national educational contexts during the COVID-19 pandemic (2019–2021), to provide academics with the current state of digital competence in education and main research trends in digital competence in education during this period, elucidate the impact of pandemic on digital competence, and explore the limitations in the implementation of digital competence in educational research. The results indicate that most research on digital competence in educational contexts related to COVID-19 focused on the current state of the digital competence of teachers and students, especially those in higher education and formal learning context. Still, with the situation compounded, the researchers furthered their study by investigating the factors that influenced digital competence in order to address educational challenges in a pandemic context. In addition, teachers and students were still not well equipped as for digital competence though their digital awareness and digital readiness in the teaching and learning process increased. It is recommended to promote and enhance digital competence training in order to improve students’ achievement and the quality of education.

Digital technology has made its impact globally through changes in both organizational processes and information management system (IMS). The current research aimed to examine the manner in which digital readiness and digital competences influence the implementation of IMS in Chinese organizations with organizational support as a moderator. The study also examines the mediating role of digital competences among digital tool application, digital media awareness and effectiveness of IMS. Survey questionnaires were used to collect data from a sample of 290 employees of private sector organizations in China. SPSS-AMOS data analysis tools were used to check the associations among variables. The outcomes indicated that the digital tool application and digital media awareness have a positive nexus with effectiveness of IMS. The results also revealed that the digital competences significantly mediates among digital tool application, digital media awareness and effectiveness of IMS, and that organizational support also significantly moderates among digital competences and effectiveness of IMS in private sector organizations in China.

This study investigates the impact of artificial intelligence-based assessment (AIBA) on student performance (SP) in higher education and examines the mediating role of digital competence (DC). Using data collected from 211 students enrolled in Pakistani universities, the study employed structural equation modelling (SEM) to test the hypothesised relationships among AIBA, DC, and SP. The results reveal that AIBA significantly and positively affects student performance, while digital competence serves as a strong mediator in this relationship. Specifically, exposure to AIBA not only enhances learning outcomes through personalised feedback and adaptive assessment but also strengthens students’ digital capabilities, which are increasingly vital in technology-driven educational environments. These findings suggest that the effectiveness of AIBA depends substantially on learners’ digital readiness, highlighting that technology itself is not sufficient to ensure improved academic outcomes unless accompanied by the development of essential digital skills. The study contributes to the growing body of literature by being among the first empirical investigations within the Pakistani higher education context to validate the mediating role of DC between AIBA and SP. The integration of insights from the Technology Acceptance Model (TAM), Self-Determination Theory (SDT), and the Resource-Based View (RBV) further provides a multidimensional understanding of how adoption, motivation, and competence interact to enhance learning performance. The study offers important implications for curriculum designers, policymakers, and educators seeking to integrate AI-based assessment tools effectively while fostering digital competence and promoting sustainable academic excellence in the era of intelligent education.

У статті проведено науковий аналіз суті понять «цифрова підготовка майбутнього педагога», «цифрова компетентність», «гейміфікація освіти». Доведено, що одним із чинників, які сприяють ефективному розвитку освітнього процесу сучасного закладу вищої освіти, є формування цифрової компетентності майбутніх учителів засобами гейміфікації, оскільки в освіті переважає нова ідеологія, заснована на «гейміфікації» та «діджіталізаціі» освіти, де на зміну традиційним педагогам приходять «ігропедагоги», «координатори онлайн-платформ і освітніх траєкторій». Визначено, що результатом формування цифрової підготовки майбутніх учителів є сформована цифрова компетентність, складником якої є мотиваційно-ціннісний, когнітивний, операційний компоненти. Для перевірки сформованості цифрової компетентності майбутніх учителів засобами гейміфікації за визначеними критеріями (мотиваційний, когнітивний, рефлексивно-коригувальний) описано методи дослідження. Результати проведеного анкетування, тестування й опитування дали підстави констатувати переважно середній та низький рівні сформованості цифрової компетентності майбутніх учителів засобами гейміфікації. На основі отриманих результатів теоретично обґрунтовано та розроблено технологію формування цифрової компетентності майбутніх учителів засобами гейміфікації, яку реалізовано на таких етапах: професійно-мотиваційний, змістово-діяльнісний, рефлексійно-корегувальний. Розроблену технологію було реалізовано за таких умов: інтеграція засобів гейміфікації в процес підготовки майбутніх учителів під час опрацювання навчальної інформації; застосування організаційно-технічних заходів і методів забезпечення інформаційної безпеки при роботі з цифровими освітніми технологіями; відбір найбільш ефективних цифрових освітніх технологій; застосування освітніх платформ для розроблення цифрових навчальних проэктів. У статті засобами гейміфікації, які були спрямовані на формування цифрової компетентності майбутніх учителів, було обрано такі мобільні додатки, які використовуються в освітньому процесі: DuoLingo, ClassDojo, Coursera, Brainscape, Socrative 101. Експериментальне впровадження розробленої технології вказує на позитивні результати сформованості цифрової компетентності майбутніх учителів засобами гейміфікації.

Introduction Digital technologies are increasingly integrated into physical education (PE), primarily as tools for supporting skill acquisition (Jastrow et al., 2022). However, digital technologies hold additional educational potential by fostering digital competencies, aligning with the concept of an educating PE (“erziehender Sportunterricht”) (e.g., Wibowo et al., 2023). A key factor for adopting technology-based learning has been identified as perceived ease of use (PEU) and perceived usefulness (PU) (Granić & Marangunić, 2019). Therefore, this study investigates the effects of two intervention types on PEU and PU: (1) learning with digital tools (LWD), aimed at skill acquisition, and (2) learning with and through digital tools (LWTD), targeting skill acquisition and digital competency development. We hypothesized that LWTD would result in higher PEU and PU post-intervention. Methods This quasi-experimental field study involved 33 students (14 females; age M = 14.4 ± 0.6 years) in regular PE classes over three weeks, learning the Fosbury flop with either an LWD (N = 16) or LWTD (N = 17) intervention. In LWD, the teacher provided feedback using Coach's Eye weekly, while in LWTD, students progressively learned to use the app independently. Perceived ease of use (PEU) and perceived usefulness (PU) were assessed (adapted from Roth & Beege, 2024) at pretest, after the second intervention, and posttest. The data were analyzed with mixed-factorial ANOVAs with group as between-subject and time as within-subject factor. Results Both PU, F(2, 62) = 4.06, p < .05, ηp² = 0.12, and PEU, F(1.69, 52.30) = 22.76, p < .05, ηp² = 0.42, showed significant increases over time. Contrary to expectations, LWD consistently exhibited higher PU than LWTD across all measurement points, especially at posttest (LWD: M = 3.84 ± 0.6; LWTD: M = 3.37 ± 0.7). However, this interaction was statistically not significant, F(2, 62) = 1.51, p = .23, ηp² = 0.05. Discussion/Conclusion Incorporating digital technologies in PE positively influenced students' perceived ease of use and usefulness of these tools. However, empowering students to independently use the tool – thereby enhancing their digital competencies – did not result in a more positive perception. Despite this, lesson observations revealed that students increased their tool usage and demonstrated comparable confidence in using Coach's Eye over the intervention. These findings provide first insights into the potential to develop digital competencies in PE. References Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572–2593. https://doi.org/10.1111/bjet.12864 Jastrow, F., Greve, S., Thumel, M., Diekhoff, H., & Süßenbach, J. (2022). Digital technology in physical education: A systematic review of research from 2009 to 2020. German Journal of Exercise and Sport Research, 52(4), 504–528. https://doi.org/10.1007/s12662-022-00848-5 Roth, A.-C., & Beege, M. (2024). Attitudes of students towards the use of video-based media in physical education. Current Issues in Sport Science (CISS, 9(2), 067. https://doi.org/10.36950/2024.2ciss067 Wibowo, J., Genfeld, L., Hofmann, R., & Wolters, H. (2023). Digitale Tools und Digitalität im Sportunterricht als Bedingungen von Bewegungsbildung. In E. Balz & T. Bindel (Eds.), Bildungszugänge im Sport. Bildung und Sport (pp. 147–162). Springer. https://doi.org/10.1007/978-3-658-38895-9_12

Current research suggests that individual readiness toward technology plays a significant factor in the acceptance of technology products and applications. However, the current measure of technology readiness is too general to be applicable to digital technologies and the accompanying disruption and lifestyle changes. We offer digital readiness that consists of attitudinal and action digital readiness as a specific measure of individual readiness toward digital technology. We tested the influence of both attitudinal and action digital readiness toward the acceptance of mobile advertising among 162 millennials aged between 17 and 24 years in Indonesia. The results show that digital readiness has a significant influence on the acceptance of mobile advertising among millennials. We contribute to the theory of the acceptance of digital mobile advertising by employing digital readiness within the technology acceptance model (TAM) model. Our managerial implications highlight mobile advertising strategies for targeting millennials.