Educational Technology Acceptance Research Articles

ChatGPT in education: unveiling frontiers and future directions through systematic literature review and bibliometric analysis

PurposeThis is a dual-focused study that anticipates qualitatively and quantitatively examining the literature on the recently initiated revolutionizing concept of ChatGPT in education by performing a Systematic Literature Review (SLR) and bibliometric analysis. Current study analyzed eight research questions: (1) the main information and annual scientific publications on ChatGPT in education, (2) the pioneer authors and collaborative authors exploring ChatGPT in education, (3) the authors' productivity through Lotka’s Law of Authors’ Scientific Productivity, (4) the most pertinent sources on ChatGPT in education and how are sources clustered through Bradford’s Law of Scattering, (5) the most related, cited countries and the nature of international collaborations exploring ChatGPT in education, (6) the most relevant publications exploring ChatGPT in education, (7) the most occurring and trending keywords in the empirical studies on ChatGPT in education, and (8) the themes and areas for future investigations on ChatGPT in education.Design/methodology/approachThe current study was designed as a SLR and bibliometric analysis, extracting articles from the Scopus database and utilizing both Biblioshiny and VOSviewer software for advanced scientific mapping and visualizations via quantitative and qualitative analysis approaches.FindingsThe results indicated that ChatGPT in education is a progressively evolving worldwide concept generating 45 scientific publications from 2023 to 2024 (May). The USA, China, and Indonesia are the most productive countries that have published articles on ChatGPT in education. The education systems, AI, students, educational computing, human experiments, teaching, educational status, chatbots, generative AI, academic integrity, educational technology, worldwide education, and technology acceptance are the pertinent future directions in the field of ChatGPT in education.Originality/valueThe analysis’s outcomes will enhance the area of study with theoretical and practical implications and benefit students, teachers, policymakers, regulators of educational and higher educational sectors, government, and the general public worldwide with effective utilization of ChatGPT in education.

Online learning acceptance in higher education – Do we know everything?

Research on the acceptance of educational technologies in higher education has become a high priority in recent years, particularly in the context of COVID-19. Numerous articles have been published on the subject, building on basic technology adoption models to investigate the impact of a wide range of factors on adoption. The proliferation of variables frequently makes it challenging to interpret results and may generate confusion. In order to synthetize and organize this knowledge, the authors collected 143 variables from 47 systematically selected studies. Based on the results of an in-depth analysis of the content and effects of each variable, they developed a framework that helps provide insights into state-of-the-art research on technology acceptance in higher education. The results of their study not only summarize what they know so far but also point to gaps where new findings in the field are expected.

Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms

AbstractMany technology acceptance models used in education were originally designed for general technologies and later adopted by education researchers. This study extends Davis' technology acceptance model to specifically evaluate educational technologies in higher education, focusing on virtual classrooms. Prior research informed the construction of the model, which contains perceived usefulness, perceived ease of use, behavioural intent, access and convenience, system attributes and self‐efficacy. Education‐specific constructs include cognitive engagement, feedback, instructor practice and class interaction and communication. Additionally, a new construct called comfort and well‐being is introduced. A total of 427 valid responses on a 5‐point Likert scale were received from university students. Exploratory factor analysis, confirmatory factor analysis and structural equation modelling were used to analyse the data. The model accounted for 78% of variance of behavioural intent, with comfort and well‐being demonstrating the strongest influence. Cognitive engagement, access and convenience influenced perceived usefulness, and system attributes and self‐efficacy influenced perceived ease of use. Feedback, instructor practice and class interaction and communication were not significant as educational constructs for this cohort. Based on this analysis, a final extended educational technology acceptance model (EETAM) is proposed for further use and testing.Practitioner notesWhat is already known about this topic Most technology acceptance models used in education were made for general technologies, or do not include factors specific to learning and pedagogy. Most students prefer face‐to‐face learning experiences and active class engagement. Qualitative research shows that instructional attributes and student comfort and well‐being are known to be important for students. What this paper adds A novel extended educational technology acceptance model, informed by prior empirical research, is presented. Confirmation of the importance of including student comfort and well‐being in technology acceptance models used in education. The model revealed the heterogeneous nature of the student learning experience. Implications for practice and research Technology acceptance models used in educational settings should include factors specific for education and learning, and student comfort and well‐being. We encourage use of the presented model in educational settings to further test the model.

Getting ready for digital shift: the level of acceptance towards educational technology among faculty members in higher education institutions in Ethiopia

IntroductionUnderstanding the extent to which faculty members' beliefs, attitudes, and acceptance of educational technologies for learning is crucial for enhancing the effectiveness of technology and ensuring its long-term viability. However, higher education institutions have made significant investments in educational technology for learning without fully comprehending faculty members' beliefs, attitudes, and level of acceptance of these technologies. This lack of understanding has hindered the effectiveness of these investments. Therefore, this study aims to examine faculty members' beliefs, attitudes and level of acceptance towards educational technology in higher education institutions in Ethiopia.MethodsA survey was conducted at five public higher education institutions that offer priority health training programs. The survey collected data using the Unified Theory of Acceptance and Use of Technology, focusing on four key determinants. Faculty members were asked to rate these determinants on a scale of 1 to 5. Each determinant was analyzed separately, examining the mean value and standard deviation. An overall mean score was calculated by combining all the determinants. Additionally, a logistic regression analysis was performed to determine how different demographic factors influenced faculty members' acceptance of technology for student learning.ResultA total of 330 faculty members participated in the study. The majority of respondents were male lecturers who held a second degree qualification. On average, the participants were 32.9 years old and had six years of teaching experience. Interestingly, nearly three fourth (72.6%) of faculty members hold positive beliefs and exhibit a high level of acceptance of educational technology. Furthermore, the likelihood of accepting and utilizing technologies for learning was found to be 2.3 times higher for faculty members working in teaching settings at research institutions.ConclusionFaculty members have a favorable attitude towards educational technology, demonstrating a high level of acceptance. This positive belief holds significant implications and is crucial for enhancing the effectiveness of technology and ensuring its long-term viability.

Determinants of Educational Technology Acceptance: An Integration of TAM and UTAUT

Determinants of Educational Technology Acceptance: An Integration of TAM and UTAUT

Learning Effects of Augmented Reality and Game-Based Learning for Science Teaching in Higher Education in the Context of Education for Sustainable Development

In the course of digitalization, new technologies and innovations are continuously introduced to the educational sector. For instance, augmented reality (AR) is increasingly applied in science teaching in both school and higher education. Combining real and virtual content potentially enhances interactivity and understanding of the learning process. This teaching and learning approach can positively impact various learning outcomes, such as learning gains and motivation. This paper aims to investigate the positive learning effects of AR using a game-based AR learning environment: “Beat the Beast”. In line with the concept of an education for sustainable development (ESD) topic, microplastics, this learning environment follows an interdisciplinary approach, combining the subjects of biology, chemistry, and engineering. To determine and distinguish the effects of implementing the technology AR in science learning environments as well as the principles of game-based learning, we contrasted the learning environment into two factors: one with AR and one without AR and the other with a game and without a game. A quasi-experimental design with 203 pre-service teachers of the first semester of all subjects was chosen to evaluate the four different types of settings with questionnaires on motivation, technology acceptance, user engagement, cognitive load, computer self-efficacy, knowledge, and ESD outcomes in higher education. Our research demonstrates that although augmented reality (AR) imposes a relatively elevated cognitive load, it does not negatively affect learning effects. In spite of the increased cognitive load, learners in AR settings do not exhibit lesser knowledge acquisition compared to those in alternative environments. Moreover, our investigation highlights AR’s potential to amplify motivation and user engagement. Contrary to expectations, in the context of the selected subject matter and target audience, game-based adaptations of the educational environment fail to enhance learning outcomes. These versions actually underperform compared to other formats in both motivational and engagement metrics.

Expanding the Technology Acceptance Model (TAM) to Consider Teachers Needs and Concerns in the Design of Educational Technology (EdTAM)

While technological innovations are designed with the users in mind, this same design approach—designing technology to enhance the students’ learning experience—often falls short of acceptance with teachers and educators. This paper suggests a theoretical model with which EdTech can be designed to enhance the adoption of technology among teachers. At its core, the Educational Technology Acceptance Model (EdTAM) utilizes a double-user scenario, focusing on both the needs and concerns of teachers as well as the needs of students. As a result, a proof of concept in the form of an educational game designed in strict accordance with the EdTAM Model is presented. Thus showing that the theoretical model can be transferred into the design of a real-world product. A further study testing the effect of the model and the produced games acceptance rate with teachers is planned to support the theoretical model with empirical data.

Factors Influencing Technology Adoption in Online Learning among Private University Students in Bangladesh Post COVID-19 Pandemic

Technology acceptance in higher education, especially during and after the crisis of COVID-19, is very important in the current environment, especially in online learning adoption. This study aimed to determine the impact of performance expectancy, effort expectancy, social influence, and facilitating conditions on the adoption of the online line among university students in Dhaka in the post-pandemic period. In addition, the moderating role of voluntariness was also ascertained. In this quantitative study, primary data were collected using a survey method. The target population was students of private universities located in Dhaka, Bangladesh. There was a total of 130 respondents, and non-probability sampling was found to be more appropriate. Data were analyzed using the Smart-PLS system. The results revealed that effort expectancy was the most important predictor of intention to adopt online learning. The next significant predictor was facilitating conditions. However, it was found that performance expectancy and social influence were not significant predictors of intention to adopt online learning. Additionally, it was found that voluntariness was not a mediator. In terms of practical implications, educators and designers should focus on effort expectancy and facilitating conditions to increase online learning adoption.

Towards an integrated model: Task-Technology fit in Unified Theory of Acceptance and Use of Technology 2 in education contexts

The Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model has been widely used to study new technological systems. It has proven to be a robust theoretical framework for predicting users’ intentional use. Although UTAUT2 was intended for commercial use, many later studies have focused on educational technologies like e-learning, learning management systems, mobile learning, e-books and instructional tools. This paper reviews previous work done on the model and proposes a new research model by integrating the Task-technology Fit theory with UTAUT2 to study educational technology acceptance.

A Study on Educational Technology Acceptance of Special Education Teachers in Language Teaching Based on TAM Model

The application of educational technology in special education is mainly to provide more convenient learning conditions for special students, so that special students can receive more learning opportunities and convenience. At this point, special education teachers’ acceptance of technology has become a crucial factor in improving the learning efficiency and effect of special students. Based on the Technology Acceptance Model (TAM), this study conducted a questionnaire survey of 112 special education teachers at different stages to investigate the level of special education educators’ acceptance and continuous use trend of educational information technology by descriptive statistics. Besides, t-test and ANOVA will be adapted to discuss the impact of various factors on the technology acceptance model. The results manifest that special education teachers’ educational technology acceptance was above average, but perception of the using easiness needs improvement. In addition, the educational technology acceptance levels of special education teachers are different in gender and teaching stages. Based on this, the article puts forward suggestions on the future of application of technology in special education from the three stages (identification & evaluation, training support and technical assistance) and two elements (family engagement and differentiated instruction).

Understanding technology acceptance in higher education: An application of the Utaut model

Understanding technology acceptance in higher education: An application of the Utaut model

Accept it or forget it: mandatory digital learning and technology acceptance in higher education

In early 2020, the COVID-19 pandemic led to a rapid shift to emergency remote teaching and mandatory digital learning in higher education. This study tested an extended causal model built on the Unified Theory of Acceptance and Use of Technology (UTAUT) under the restrictions on higher education stemming from the pandemic. Data collected from a survey among 485 students were analyzed using structural equation modeling. Confirmatory factor analyses were performed to examine the construct validity of the measurement model using polychoric correlations. Path analysis was used to test the causal model. The results indicate a psychologically sound baseline model with nine latent variables that affect students’ behavioral intention to accept and continue using technology for learning. However, the model is only partially in line with the proposed causal model based on UTAUT. The implications of these results are discussed in terms of technology acceptance and use in higher education, both under the restrictions leading to mandatory digital learning and in future.

A three wave longitudinal study of school innovation climate and entrepreneurship teachers' acceptance to technology: Moderating role of knowledge sharing and knowledge hiding.

Entrepreneurship and business school teachers must extensively use technological and innovative tools to increase the efficacy of their instructional methods. This research aimed to investigate the teachers’ acceptance of technology in the school innovation climate, to enhance the use and effectiveness of educational technology in Thai entrepreneurship and business schools. Furthermore, the conditional influence of knowledge hiding and sharing on the link between school innovation climate and educational technology has been investigated and reported. Using a longitudinal study design data were gathered from the 204 entrepreneurship teachers of six different universities in Pattani, Bangkok, and Songkla Provinces, Thailand. Based on SamrtPLS 3.3.3 analysis, results revealed that the “school innovation climate” positively impacts educational technology use. Additionally, knowledge hiding and sharing moderated the relationship between “school innovation climate” and acceptance of educational technology (actual use of educational technology, perceived usefulness, and perceived ease of educational technology). Current research attempted to bridge the gap between knowledge management and innovation theories application in entrepreneurship education. The study brings key policy implications for school leaders and practitioners and suggests several directions for future research.

Acceptance of educational use of the Internet of Things (IoT) in the context of individual innovativeness and ICT competency of pre-service teachers

ABSTRACT The acceptance of IoT technologies in education by pre-service teachers will affect their intention to use these technologies in the future. Previous research has addressed the effects of variables on the acceptance of IoT technologies in education to a limited degree. Therefore, this study aims to propose and test a structural model that determines educational IoT technology acceptance. This study, the acceptance of IoT in the educational environment is modeled in the context of individual innovativeness and information and communication technologies (ICT) competencies. According to the results of the research conducted with 471 pre-service teachers, 69% intended to use IoT in education is explained in a technology acceptance model (TAM) in which TAM variables, individual innovativeness, and ICT competencies are combined.

African Medical Educators and Anatomy Teachers' Perceptions and Acceptance of the Anatomage Table as an EdTech and Innovation: A Qualitative Study.

BackgroundThis article presents a qualitative study of African anatomists and anatomy teachers on the Anatomage Table–a modern medical education technology and innovation, as an indicator of African anatomy medical and anatomy educators’ acceptance of EdTech. The Anatomage Table is used for digital dissection, prosection, functional anatomy demonstration, virtual simulation of certain functions, and interactive digital teaching aid.Materials and MethodsAnatomy teachers [n=79] from 11 representative African countries, Ghana, Nigeria [West Africa], Ethiopia, Kenya, Rwanda [East Africa], Namibia [South Africa], Zambia [Southern Africa], Egypt [North Africa], and Sudan [Central Africa], participated in this study. Focus group discussions [FGDs] were set up to obtain qualitative information from stakeholders from representative institutions. In addition, based on the set criteria, selected education leaders and stakeholders in representative institutions participated in In-depth Interviews [IDIs]. The interview explored critical issues concerning their perceptions about the acceptance, adoption, and integration of educational technology, specifically, the Anatomage Table into the teaching of Anatomy and related medical sciences in the African continent. Recorded interviews were transcribed and analyzed using the Dedoose software.ResultsAfrican anatomists are generally technology inclined and in favor of EdTech. The most recurring opinion was that the Anatomage Table could only be a “complementary teaching tool to cadavers” and that it “can’t replace the real-life experience of cadavers.” Particularly, respondents from user institutions opined that it “complements the traditional cadaver-based approaches” to anatomy learning and inquiry, including being a good “complement for cadaveric skill lab” sessions. Compared with the traditional cadaveric dissections a majority also considered it less problematic regarding cultural acceptability and health and safety-related concerns. The lifelikeness of the 3D representation is a major factor that drives acceptability.

Educational Technology Adoption: A systematic review.

During the past decades a respectable number and variety of theoretical perspectives and practical approaches have been advanced for studying determinants for prediction and explanation of user’s behavior towards acceptance and adoption of educational technology. Aiming to identify the most prominent factors affecting and reliably predicting successful educational technology adoption, this systematic review offers succinct account of technology adoption and acceptance theories and models related to and widely applied in educational research. Recognised journals of the Web of Science (WoS) database were searched with no time frame limit, and a total of 47 studies published between 2003 and 2021 were critically analysed. The key research findings revealed that in educational context a vast majority of selected studies explore the validity of Technology Acceptance Model (TAM) and its many different extensions (N=37), along with TAM’s integrations with other contributing theories and models (N=5). It was exposed that among numerous predictors, thematically grouped into user aspects, task & technology aspects, and social aspects, self-efficacy, subjective norm, (perceived) enjoyment, facilitating conditions, (computer) anxiety, system accessibility, and (technological) complexity were the most frequent predictive factors (i.e. antecedents) affecting educational technology adoption. Considering types of technologies, e-learning was found to be the most common validated mode of delivery, followed by m-learning, Learning Management Systems (LMSs), and social media services. The results also revealed that the majority of analysed studies were conducted in higher education environments. New directions of research along with potential challenges in educational technology acceptance, adoption, and actual use are discussed as well.

The Impact of External Factors on the Acceptance of Educational Technology Among the Indonesian Junior School Teachers

Literature shows the immense importance of technology acceptance among junior school teachers. Hence based on the Technology Acceptance Model (TAM), the current study aims to investigate the impact of various external factors, i.e., appreciation learning climate, facilitation learning climate, learning through reflection, and learning through experimentation on the adoption of technology among junior school teachers in Indonesia. Using a quantitative field survey, data were collected from 410 respondents and were analyzed using SmartPls3 by testing through the measurement and structural model. Results revealed that junior school teachers have a positive attitude towards the use of educational technology. Also, the external factors, i.e., appreciation learning climate was positively associated with perceived usefulness. Whereas facilitation learning climate, learning through reflection, and learning through experimentation were found to be positively and significantly associated with the perceived ease of use and actual use of the educational technology. Integrating Motivation-Hygiene Theory with the TAM model, this study revealed how multiple external factors motivate teachers to incorporate educational technology in their teaching methodologies. Besides extending the literature related to TAM and motivation theory, several future research directions are suggested.

Can teachers’ digital competence influence technology acceptance in vocational education?

Acceptance of technology in educational contexts is a relevant factor in determining teachers' intention to use digital tools in their teaching practice. However, the mechanism through which teachers' digital competence can influence or enhance their technology acceptance and use intention remains relatively unexplored, especially in the context of vocational education and training. The aim of this study is twofold: to evaluate the fit of the technology acceptance model (TAM) in the context of vocational education, and to examine the relationship between self-assessed teachers' digital competence belief and their acceptance of and intention to use technology in their classroom. Data were collected via a self-administered questionnaire and the responses of 2011 vocational teachers were analysed. Applying structural equation modelling, the results show that the TAM adequately explains teachers' intention to use digital tools in vocational education; further, there are positive and significant relationships between teachers' beliefs about their digital competence and their beliefs about technology ease of use and the perceived usefulness of technology in teaching; this latter, positively correlates with technology use intention. Understanding the factors interplaying with teachers’ acceptance of technology and use intention is important for designing teacher training to enhance the successful integration of technology and to foster the connectivity between the different learning locations of vocational education.

Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Mixed-Methods Usability Test

Background Physical therapy education benefits from innovative and authentic learning opportunities. However, factors that influence the acceptance of educational technology must be assessed prior to curricular adoption. The purpose of this study was to assess the perceived ease of use and perceived usefulness of a virtual reality (VR) learning experience developed to promote the clinical decision-making of student physical therapists. Methods A VR learning experience was developed, and an established two-stage usability test assessed player experience as well as the user’s perception of both ease of use and usefulness. Two experts evaluated the VR learning experience and provided feedback. Six student physical therapists and five faculty members completed the VR experience, responded to two questionnaires, and participated in a semi-structured interview to further assess ease of use and utility. Results High levels of perceived ease of use, perceived usefulness, and positive player experiences were reported by both faculty and student users. Faculty users perceived a significantly greater amount of educational and clinical utility from the VR simulation than did student users. Semi-structured interviews revealed themes related to ease of use, benefits, modeling of professional behaviors, and realism. Conclusion Quantitative data supported faculty and student users’ perceptions of ease of use, utility towards learning, practical application, and several constructs related to user experience. Qualitative data provided recommendations to modify design features of the VR experience. This study provides a template to design, produce, and assess the usability of an immersive VR learning experience that may be replicated by other health professions educators where current evidence is limited.

Students’ key determinant structure towards educational technology acceptance at universities, during COVID 19 lockdown: Pakistani perspective

Students’ key determinant structure towards educational technology acceptance at universities, during COVID 19 lockdown: Pakistani perspective