Influence Technology Use Research Articles

Technology use and integration in state-funded primary schools: a structural equation model

ABSTRACT This research explored the factors that influence technology use and integration in primary schools and how these factors interact with each other. A large-scale survey was conducted. The participants were 534 teachers in state-funded primary schools in Greece. The most important factors for technology use were found to be the availability of equipment and the performance and effort expectancy, whilst the most significant factors predicting technology integration were the frequency of use of equipment, teachers’ knowledge and the school culture. This study recommends more funding for school technological equipment and more opportunities for teachers’ professional development.

CHALLENGES IN CONSTRUCTION INDUSTRY

Purpose- The purpose of this study is to research some of the major problems and challenges in the construction industry that need to be addressed and solved by various stakeholders. Factors influencing technology use in building construction project management Inadequate risk management, lack of structure, poor communication, unrealistic expectations/bad forecasting, delayed cash flow and limited skills. Methodology- The study employs a quantitative study to explore the construction industry for building a competitive advantage. Findings- The analysis reveals that the construction industry faces various challenges that can impact project delivery, productivity, and overall performance. there are some common problems in the construction industry. Construction projects often encounter cost overruns due to factors such as inaccurate initial estimates, changes in project scope, unforeseen site conditions, and fluctuations in material and labor costs. Budgetary constraints can lead to financial strain and project delays. Delays in construction projects can occur due to factors like poor project planning and management, inclement weather, labor shortages, regulatory approvals, and issues with subcontractors or suppliers. These delays can result in increased costs, contractual disputes, and dissatisfaction among project stakeholders. Construction sites are inherently hazardous environments, and ensuring worker safety is a critical concern. Failure to comply with safety regulations, inadequate training, lack of safety protocols, and inadequate risk assessments can lead to accidents, injuries, and even fatalities. Effective communication and collaboration among project teams, including architects, engineers, contractors, and subcontractors, are essential for successful project delivery. Inadequate communication, misinterpretation of project requirements, and lack of coordination can lead to errors, rework, and delays. Maintaining high-quality construction standards is crucial, but the industry often faces challenges in ensuring consistent quality control. Conclusion - based upon the analysis findings it may be concluded that the difficulties can turn to competitive advantage with better strategic planning, risk management, and management of resources. The construction industry has a very important role in many countries for Economic Development, Innovation, Technological Change, and Growth. Keywords: construction industry, competitiveness, opportunities, JEL Codes: M11, M10, O10

Better work-life balance through digital parenting

PurposeThis study aims to explore how working parents use personal technology to manage parenting responsibilities and to identify how technology use might help to support work–family balance.Design/methodology/approachIn-depth telephone interviews with US and UK working parents with children under the age of 18 were conducted.FindingsFindings suggest that personal technology can facilitate work and family activities and reduce work–family conflict by enabling parents to perform certain parenting duties remotely. However, parental attitudes toward technology and children’s rights to privacy influence both technology use and work and family outcomes.Practical implicationsBy better understanding employee personal technology use, and how this use facilitates reduced conflict between work and family roles, organizations might look to creatively expand their benefits offerings to include access/discounts to personal technology platforms that support parenting activities (e.g. Uber One, Amazon Prime and DoorDash).Originality/valueWhile substantial research has been conducted on employee use of work-enabled technology to facilitate work–life balance, less attention has been paid to how working parents are using personal forms of technology to achieve this same outcome. This exploratory study establishes certain parenting functions that are facilitated by personal technology use and identifies some parental attitudes that influence technology adoption.

What's driving the diffusion of next-generation digital technologies?

The recent development and diffusion of next-generation digital technologies (NGDTs) such as artificial intelligence, the Internet of Things, big data, 3D printing, and so on are expected to have an immense impact on businesses, innovation, and society. While we know from extant research that a firm's R&D investment, intangible assets, and productivity are factors that influence technology use more generally, to date there is little known about the factors that determine how these emerging tools are used, and by who. Using Probit and OLS modeling on a survey of 12,579 South Korean firms in 2017, we conduct one of the first comprehensive examinations highlighting various firm characteristics that drive NGDT implementation. While much of the literature assesses the use of individual technologies, our research attempts to unveil the extent to which firms implement NGDTs in bundles. Our investigation shows that more than half of the firms that use NGDTs deployed multiple technologies simultaneously. One of the insightful complementarities identified in this research exists amongst technologies that generate, facilitate and demand large sums of data, including big data, IoT, cloud computing and AI. Such technologies also appear important for innovative tools such as 3D printing and robotics.

The influence of coaching efficacy on trust and usage of technology in golf instruction

The rise of technology in sport has provided coaches with another tool to aid athlete development, but there is little research on its relationship to coaching practices. Research in non-sport domains has demonstrated a relationship between user trust in and use of technology. The user's confidence can also affect this relationship, where higher confidence is typically associated with less technology use. Minimal work has examined factors that influence technology use within the sports domain; therefore, the present study sought to determine whether coaching experience and coaching efficacy could predict golf coaches' use of technology in training. A one-time survey that gathered demographic information, and measured coaching experience, coaching technique efficacy, trust in technology and use of technology was completed by 83 registered Professional Golfers Association golf coaches and instructors. Results showed that coaching technique efficacy was predictive of coaches’ use of technology in training, where more technique efficacy resulted in increased use of technology. Mediation analyses showed that this association was mediated by their levels of trust in technology. There was no relationship between coaching experience and use of technology. Therefore, coaching technique efficacy, rather than experience, seems to be an important variable in predicting coaches' use of technology in training and instruction. Further, because higher efficacy predicted increased usage, the results illustrate the differences between the sport training environment and other non-sport domains regarding the factors that influence technology use. These findings are an important first step towards investigating how technology can be used by coaches to best improve athlete performance.

Extending Technology Acceptance Model with Scientific Epistemological and Science Teaching Efficacy Beliefs: A Study with Preservice Teachers

The technology acceptance model (TAM) is a widely used framework to investigate factors influencing technology use in education. TAM refers to a person’s technology-related attitudes and beliefs influencing intention to use and actual use of technology and seeks predictors of behaviors whether to accept or reject using technology. There are various external variables extended to TAM to increase the predictivity of the model and the generalizability of findings. However, what is not yet clear is the impact of teacher-related variables such as teaching efficacy and epistemological beliefs on teachers’ technology acceptance and behavioral intention. This study examined 710 preservice teachers’ technology acceptance using an extended-TAM with scientific epistemological and science teaching efficacy beliefs. Data were collected through a self-reported measurement tool. Structural equation modeling was used to analyze data. Results revealed that the research model explained 59% of the variance in behavioral intention, and perceived usefulness is the most prominent determinant of behavioral intention. The subdimension of scientific epistemological beliefs, justification, is the strongest determinant in influencing TAM constructs among the external variables (epistemological and science teaching efficacy beliefs). Science teaching efficacy beliefs had small effects on technology acceptance constructs. Recommendations were made based on the findings.

The feasibility and acceptability of digital technology for health and wellbeing in social housing residents in Cornwall: A qualitative scoping study.

ObjectiveThe aim of this study was to explore the feasibility and acceptability of digital technology for improving health and wellbeing in social housing residents living in a deprived area in Cornwall, England.MethodsQualitative scoping study with focus groups and telephone interviews (23 participants in total). Focus groups and interviews were audio-recorded, transcribed verbatim and analysed thematically.ResultsLevels of use and experience with digital technology were diverse in this group, ranging from ‘willing and unable’ to ‘expert’ on a self-perceived scale. Overall, participants had positive perceptions of technology and were keen to try new technologies. Five categories of factors influencing technology use were identified: functional, physical / health, psychological and attitudinal, technology-associated barriers, and privacy, safety and security. Preferred types of digital technology were wearable activity monitors (e.g. Fitbit®), virtual assistants (e.g. Amazon Alexa) and social messaging (e.g. WhatsApp). There was a strong consensus that technology should be easy to use and should have a clear purpose. There was a need to improve awareness, knowledge and confidence in technology use and participants desired further training and support.ConclusionsThere is a need and desire to use digital technology to improve health, wellbeing and social connectedness in social housing residents in Cornwall. The findings will be used to inform a digital training and support programme for the participants of the Smartline project. This study also serves as a template for future research that seeks to scope the feasibility and acceptability of different digital interventions in similar populations.

E-government in local governments’ websites

The literature perceives governments’ websites as an effective tool for increasing information delivery, user interaction, and the government services’ supply, being the most visible aspects of citizens concerning public management. However, the interaction of citizens with governments is still unclear. The practical implications of conducting e-government, capable of expanding this relationship, are still invisible. This study aims to provide an understanding of how governments’ websites are used as an e-government tool in local governments, highlighting how e-government concepts have been empirically employed. The study takes a qualitative approach, examining five municipalities in a microregion in the Brazilian state of Bahia. We gathered the data using a triangulation process that included semi-structured interviews, analysis of the websites, and opinion questionnaires to the citizens. Our research shows that governments lack compelling actions and coordinated internal procedures, resulting in a gap between practice and digital governance policies, resulting in low citizens' participation, and unfamiliarity with government communication channels. The study contributes to the e-government literature by offering further insight into how people and organizations influence technology use, providing elements that can guide motivated public managers to increase relationships and communication with society. We highlight the need to investigate the phenomenon of digital transformation in governments at the organizational level.

An Analysis of Moodle Acceptance for Students in SMPK2 PENABUR Using Unified Theory of Acceptance and Use of Technology Model

The synergy of combining globalization with new technology has had dramatic learning impacts. Teachers and Students need to work together to successfully implement Moodle as one of learning technologies. Author needs to determine factors that are important to use Moodle. UTAUT was created based on the conceptual and empirical similarities across TAM, TAM2 and TAM3 models. UTAUT model attempts to explain how individual differences influence technology use. Structural Equation Modelling (SEM) is then used to assess the reliability and validity of the model measures. Exploratory Research is conducted in order to determine the nature of the problem and is not intended to provide conclusive evidence. With Uncontrolled Quota Sampling method, respondents filled Likert-scale questions. Analysis of a Moment Structures (AMOS) is used analyse the data using SEM. All hypotheses is verified through different set of experiments. UTAUT is acceptable of analysing respondents' acceptance in using Moodle. Each construct uniquely affects the output, therefore different strategies can be implemented based on respondents' characteristics. Performance Expectancy is important for Students.

Factors influencing US speech and language therapists' use of technology for clinical practice.

There is an increasing number of technological resources available to speech and language therapists (SLTs) for use in clinical practice, but the factors that influence SLTs' selection and use of such resources are not well understood. In related fields, technology acceptance models have been employed to explain users' adoption of technology and to inform the advancement of empirically supported technological resources. To determine the factors that influence SLTs' use of technology for clinical practice by testing a model of their technology acceptance and use. We surveyed 209 practising SLTs in the United States representative of the speech and language membership of the American Speech-Language-Hearing Association (ASHA). Participants completed a 38-item electronic survey representing four categories: (1) technology use, (2) technology attitudes and factors influencing technology use, (3) employment information and (4) demographics. Items measuring technology attitudes served as indicators of the research model, which mapped the primary relationships of a technology acceptance model. Survey data were collected before the Covid-19 pandemic. The research model accounted for 66% of the variance in SLTs' behavioural intention to use technology, which significantly and positively predicted the amount of time they reportedly spent using technology in the workplace. Subjective norms and attitudes towards technology use directly predicted the intention to use technology. Perceived usefulness and ease of use indirectly predicted intention to use technology. Survey respondents reported using technology during 48% (SD = 24%) of their overall weekly work hours on average, with a large majority reporting using technology at least once per week for planning (89% of respondents), assessment (66% of respondents) or intervention (90% of respondents). These findings statistically explain the relationships between SLTs' attitudes and their intention to use technology for clinical practice, contributing to our understanding of why SLTs adopt certain technologies. We also detail the nature and frequency of technology use in the clinical practice of SLTs. Future directions for this work include further exploring use categories, employing direct measurements of technology use and exploring the impact of recent changes in SLT service delivery due to the Covid-19 pandemic on SLTs' technology attitudes. What this paper adds What is already known on the subject Existing research about the adoption and use of technological resources by SLTs indicates that they select tools based on convenience, cost and recommendations by others. What this paper adds to existing knowledge This study is the first to develop and test a research model of SLTs' technology attitudes. The findings from model testing demonstrate the significant predictors of SLTs' behavioural intention to use technology for clinical purposes. Intent of use is related to how much SLTs use technology in the workplace. What are the potential or actual clinical implications of this work? The present findings can inform interventions targeting the design and adoption of electronic SLT resources that are empirically supported.

What Factors Influence Clinicians' Use of Technology in Neurorehabilitation? A Multisite Qualitative Study.

Technology is being increasingly used for physical assessment and interventions in health care settings. However, clinical adoption is relatively slow, and the factors affecting use remain underexplored. This study aimed to investigate factors influencing technology use by clinicians working in neurorehabilitation. In this qualitative study, 9 physical therapists and 9 occupational therapists (N=18) were recruited from urban and regional locations in Australia and in Singapore. Three 60-minute focus groups were conducted via video conferencing. Each group comprised 3 physical therapists and 3 occupational therapists working across different neurorehabilitation settings. Participants were asked to discuss which technologies they used in their workplace for physical assessment and treatment and barriers, motivators, and future desires for technology use. Transcripts were analyzed independently using an inductive approach to generate codes and themes. Our results comprised 3 themes and 7 categories. These were encompassed by a single overarching theme, namely "Technology use is influenced by the benefits and challenges of the technology itself, users, and organizational context." Themes showed that technology should promote effective interventions, is preferred if easy to use, and should be dependable. Furthermore, clinical reasoning is important, and users have varying levels of receptivity and confidence in technology use. Also, organizational resources are required, along with supportive cultures and processes, to facilitate technology use. The themes identified multiple and interlinking factors influencing clinicians' use of technology in neurorehabilitation settings. Clinicians often consider context-specific benefits and challenges when deciding whether to use technology. Although our study found that clinicians generally perceived technology as having a beneficial role in improving health outcomes, there were several challenges raised. Therefore, the characteristics of the technology itself, individual users, and organizational context should be considered. These findings will guide successful technology implementation and future developments.

Influence of Digital Divide and Experience on Nigerian University Students’ Attitude Towards the Use of Information Communication Technologies for Learning

Recent studies have shown that factors influencing technology use include, but are not limited to, accessibility and availability. Several studies in developed countries revealed that digital division and experience significantly influence students’ attitude towards ICT utilization. However, there is lack of empirical evidence to show that such variables do influence ICT utilization by Nigerian students. This study examined the influence of digital divide and experience on Nigerian university students’ utilization of information communication technologies. Two research hypotheses were formulated for the study. A self-constructed and validated twenty-five- item instrument was used to gather information from one thousand and five hundred randomly selected respondents in three public universities in Ogun State, southwestern Nigeria, while t-test statistical method was used to analyze the data collected. Findings revealed that there is a significant difference in the perception of digital native and digital immigrant students in attitude towards ICT utilization (t = 3.25, p<0.05). The findings of this study also showed that there is no significant difference in the perception of digitally experienced and less experienced students in attitude towards ICT utilization(t = 1.16, p>0.05). Based on the findings, it was recommended that postgraduate students in Nigerian universities should be further encouraged not to allow age to influence their perception towards ICT utilization negatively. Also, Nigerian Government should subsidize the cost of ICT devices in order to make them affordable to all students.

The Nurse LEADership for Implementing Technologies - Mobile Health Model (Nurse LEAD-IT - mHealth).

Purpose of the paper: To describe the development of a testable conceptual model that examines the relationship between implementation leadership characteristics and nurses' use of mobile health technologies (mHealth) as part of their nursing practice. The model is currently being tested in the pan-Canadian context. Primary concepts and issues to be addressed: The 2014 and 2017 Canada-wide surveys of nurses' use of technologies reported seemingly low rates of mobile technology use: 3% in 2014 and 7% in 2017(Canada Health Infoway 2014, 2017). The agenda to increase the use of mHealth by nurses persists, though understanding of nurses' use of mHealth remains underexplored. Nurses' usage of mHealth has primarily been examined using technology acceptance models, which are limited in their ability to account for unique aspects of nursing practice. The Nurse LEADership for Implementing Technologies (Nurse LEAD-IT) - mHealth (Nurse LEAD-IT - mHealth) model draws concepts from implementation science, computer science, organizational behaviour, information science and nursing to develop a testable conceptual model. The model facilitates examination of the relationship between nurses' use of mHealth and leaders' implementation characteristics (proactivity, knowledge, support and perseverance) and technology acceptance (perceived usefulness and perceived ease of use), while controlling for factors that influence technology use (previous experience and voluntariness of use) and nurses' acceptance of evidence-based practice (age, gender and education). Significance and/or implications for nurse leaders: The Nurse LEAD-IT model can aid in delineating the pragmatic skills and knowledge necessary for nursing leaders to successfully implement mHealth initiatives in nursing practice settings. Use of mHealth in Canadian nursing settings remain in the emergent stages; results from the testing of this conceptual model will be timely and important in informing current and future strategies by nursing leaders to best situate the development and implementation of mHealth for successful uptake and usage in nursing.

Factors influencing technology use by Mayan women in the digital age

We explore gender differences in technology use among Mayan-speakers in a rural community in southern Yucatan (Mexico), finding that women had poorer skills and less access to technology than men. Following a diagnosis, information and communication technology (ICT) skills training aimed at closing the digital divide was provided to 68 men and women, with post-test results indicating that while women improved their ICT skills, they continued to score lower than men. Focus group interviews with 24 women identified the main factors perceived to influence their access to and use of technology. Observations and further interviews with 10 of the focus group participants further explored issues related to women’s access to and use of technology. Quantitative data were analyzed using inferential statistics and qualitative data were analyzed using a thematic approach. Recommendations for improving the ICT skills of both men and women are discussed in the context of the Mexican National Development Plan 2013–2018 and the Mexican National Digital Strategy 2013 and are compared with the guidelines of the Yucatan State Development Plan 2012–2018.

System 1 and System 2 cognition in the decision to adopt and use a new technology

Most models of technology adoption and use assume a rational decision maker engaged in thoughtful deliberate consideration of the new technology. However, recent research in psychology concludes that such deliberate, rational, conscious decision-making (termed System 2 cognition) has less influence on behavior than originally thought; nonconscious automatic cognition (termed System 1 cognition), which is often influenced by personality characteristics and pattern matching based on past experience, also plays a key role in most decisions. As users adopt and use new technologies time and time again, a set of general expectations about new technology adoption begins to emerge. A user’s personality combined with this pattern of positive and negative experiences creates System 1 heuristics that are triggered when a user faces a similar decision in the future. The focus of this paper is to examine the extent to which the predispositions produced by System 1 automatic cognition – both enabling and inhibiting – versus the deliberate technology assessment produced by System 2 cognition influence technology adoption and use. We found that enabling predispositions influences the formation of intentions to use a new technology, and both enabling and inhibiting predispositions influence an individual’s ultimate follow through in acting on his or her intentions and actually using new technologies. Our research suggests that concepts previously seen as “determinants” of technology adoption and use (e.g., performance expectancy, effort expectancy, social influence, and facilitating conditions) are not really determinants but rather are important partial mediators in a larger nomological network that includes both automatic System 1 cognition and deliberate System 2 cognition.

Contextualizing connectivity: how internet connection type and parental factors influence technology use among lower-income children

ABSTRACTThis project links research on digital inequality, which focuses on connection quality and its outcomes for under-connected individuals, and parental mediation, which focuses on the influence of parents on children’s technology experiences. We examine the internet connection type used by families, the technology experiences of lower-income parents, and their perceptions of opportunities that technology use offers their children. We then determine how these factors influence the frequency and scope of their school-age children’s technology use. Findings show that contextualizing children’s connectivity to account for infrastructural, socio-demographic, and relational influences provides new insights into the technology experiences of lower-income children. One set of findings suggests that direct benefit from increased connectivity is most evident for lower-income parents – those with the lowest household incomes, lowest levels of education, and whose dominant language is not English. These effects remain after controlling for other socio-demographic factors. The second set of results shows that greater connectivity increases how frequently both children and parents use the internet, but is associated only with a greater scope of internet activities for parents. Parents’ online activity scope is important for their children’s online experiences, directly predicting the scope of their online activities. High-scope parents were also significantly more likely to see digital opportunities in their children’s internet use, which in turn also predicted more frequent and broader internet use by their children. We conclude by considering the practical implications of these findings for digital equity initiatives targeting lower-income families.

Factors Influencing Technology Use in Aural Skills Lessons

In North America, aural skills (as) are usually taught to children during the instrumental music lessons. While learning musical dictation and sight-singing can be difficult for some learners, the use of appropriate technological tools could facilitate the process. However, the use of information and communication technologies (ict) by music teachers in aural skills instruction to children have not been documented. An online survey was conducted in the Province of Quebec (Canada) in order to answer the following questions: 1) To what extent do instrumental music teachers useictwhen teachingasto children between 6 and 12 years old?; 2) Are the teachers’ socio-demographic characteristics,astraining and perception ofasteaching linked to the use and the frequency of use ofict? The results show that the use ofictto teachasis still relatively uncommon. Furthermore, it would be negatively correlated with age, competence felt during training and perceived competence to teachas. Finally, it appears that a smaller proportion of piano teachers and women useict, or use them less often. A better understanding of the teachers’ perception of technology could help develop more adapted resources.

Late Adapters? How Social Workers Acquire Knowledge and Skills About Technology Tools

ABSTRACTLittle is understood about the scope of information and communication technology (ICT) use in practice for agency-based social work professionals, and still less is known about how such practitioners acquire and avail themselves of opportunities to learn about ICT tools. This study asked a sample of social work field supervisors (n = 371) to describe their personal and professional ICT use, to rank the technological sophistication of their agency, to describe the barriers and facilitators to ICT use in their organizations and to operationalize environmental opportunities for acquiring new skills and knowledge. The authors examine factors that may influence technology use: asking if organizational culture is related to uptake in the professional context, and if self-reported individual resistance to innovation and change can explain voluntary adoption of ICT tools. The results offer a portrait of how agency-based social workers are using technology in personal and professional life, describe how these supervisors learn about developing technologies for practice, and highlight the gaps in technology infrastructures among agencies, pointing to directions for further exploration.

Web 2.0 and Transfer: Trainers' Use of Technology to Support Employees' Learning Transfer on the Job

We steer transfer research in a new direction by examining the use of Web 2.0 technologies for supporting learning transfer resulting from formal training. We report survey results from training professionals (N = 83) on how their organization uses such methods to cue and support workers’ application of learned knowledge and skills on the job. Guided by the technology acceptance model (TAM) theory, we examined predictor variables found to influence technology use based on empirical and theoretical support in the information technology (IT) literature. Results indicate that trainers are influenced by several individual factors (computer experience, computer anxiety, and computer self-efficacy), as well as their organization's learning climate, to use Web 2.0 tools to support transfer of learning. Trainers also prefer to use social media, networking applications, and visual media to support transfer among learners. We discuss implications for using Web 2.0 technologies in support of learning transfer and provide directions for future workplace learning research.

Applying a critical approach to investigate barriers to digital inclusion and online social networking among young people with disabilities

AbstractDespite the seeming ubiquity of young people's Internet use, there are still many for whom access to the Internet and online social networking remains inequitable and patterned by disadvantage. The connection between information technology and young people with disabilities is particularly under‐researched. This article contributes to the field of critical information systems research by exposing significant barriers and facilitators to Internet accessibility for young people with disabilities. It uses Bourdieu's critical theory to explore how the unequal distribution of resources shapes processes of digital inclusion for young people with disabilities. It highlights access needs and experiences that are both disability and non‐disability related. The article draws on interviews in South Australia with 18 young people aged 10–18 years with a physical disability (such as cerebral palsy) or acquired brain injury and with 17 of their family members. Interviews evaluated participants' and parents' reflections on the benefits of a home‐based, goal‐oriented intervention to increase the young person's Internet use for social participation purposes. The Bourdieuian analysis demonstrated how varying levels of accrued individual and family offline capital resources are related to digital/online resources and disability‐specific online resources. This revealed how unequal resources of capital can influence technology use and hence digital inclusion for young people with disabilities. Our study demonstrates that young people with particular types of disabilities require intensive, personalised and long‐term support from within and beyond the family to ‘get online’. We conclude that Internet studies need to more frequently adopt critical approaches to investigate the needs of users and barriers to information technology use within sub‐groups, such as young people with disabilities. © 2016 John Wiley & Sons Ltd