Validity Of Technology Acceptance Model Research Articles

Validation of technology acceptance model for virtual reality usage in collaborative learning to enhance learner performance

ABSTRACT The growing influence of technology has prompted numerous scholars to explore how virtual reality (VR) affects performance. This study aims to validate the technology acceptance model (TAM) for VR in collaborative learning to enhance performance. We employed a questionnaire for data collection, distributed to 423 master’s students in China engaging in VR-based collaborative learning. We employed partial least squares structural equation modelling (PLS-SEM) to analyse the data. The findings reveal that perceived usefulness and ease of use positively influence the intention to use VR and engage in collaborative learning. Furthermore, the intention to use VR and collaborative learning positively affect learner performance. Notably, habit does not significantly moderate the relationship between the intention to use VR and learner performance. Therefore, the proposed model can serve as a valuable tool for educators and decision-makers, aiding in the development of strategies to encourage students to use VR for enhanced performance.

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.

Pre-service teachers’ intention to use learning management system: an integration of UTAUT and TAM

PurposeThis paper aims to develop and test a research model to explore the factors that influence pre-service teachers’ intention to use learning management system (LMS).Design/methodology/approachA cross-section study was conducted. A survey questionnaire was used to collect data from participants. The total number of participants was 361 pre-service teachers. Partial least square structural equation model was used to analyze the data.FindingsThe findings of this study found that the research model explained approximately 43% of the variance in behavioral intention. Also, the findings revealed that attitude and social influence had an effect on behavioral intention to use technology, but the facilitating condition had no effect on behavior intention to use technology. Finally, performance expectancy, effort expectancy and social influence had an effect on attitude while facilitating condition had no effect on attitude.Originality/valueIn technology acceptance research, unified theory of acceptance and use of technology (UTAUT) and technology acceptance model (TAM) have been broadly designed and empirically tested to elucidate the determinants that impact users’ intention to operate technology in the developed world. However, research on the validation of TAM and UTAUT to explain the determinants that influence preservice teachers’ intention to use a LMS in developing countries is insufficient. Therefore, it is important to evaluate the efficacy of the integrated model of TAM and UTAUT to explain preservice teachers’ intention to use technology and explore the influential determinants that explain preservice teachers’ intention to use LMS.

Acceptance of Information and Communication Technologies in Education

This article explores the influential factors of acceptance of information communication technologies in high educational institutes. using intentions of the mobile educational information system. Based on available adoption models and theories, a research model was proposed and the data from the 250 questionnaires of Chinese students from Chinese and overseas colleges was analyzed by a quantitative method (PLS-SEM method), indicating several factors influencing the use of mobile educational apps. This study was conducted to check the possible changes in these influential factors because some authors pointed out that there might be some possible differences in different countries, fields and types of IT. The results show that student status quo bias will reduce their motivation in using mobile educational apps; their perceived task-technology fit will positively influence their perceived usefulness and perceived ease of use; and students' perceived descriptive norms of using mobile apps will positively affect their adoption intentions. The study verifies the validity of technology acceptance model, the perceived task-technology fit in explaining technology using behavior. Additionally, the study examines the effect of status quo bias and the mechanism of how task-technology fitness, social norms and status quo bias influence adoption intentions. Finally, study inspires some new research points from the perspective of demographic variables. The study will also help educators and designers to understand the antecedents of acceptance of mobile educational system and promote the quality of education.

Assessing psychometric reliability and validity of Technology Acceptance Model (TAM) among faculty members at Shahid Beheshti University

Article history: Received May 9, 2013 Received in revised format 10 July 2013 Accepted 12 July 2013 Available online July 15 2013 This paper presents an empirical survey on understanding the content validity and reliability of technology acceptance measurement (TAM) among 278 university professors who worked for university of Shahid Beheshti located in city of Tehran Iran. We use a questionnaire consists of 37 different questions in five categories including perceived usefulness, perceived ease of use, attitude towards the use of technology and operating plan in Likert scale. The proposed study uses first-order confirmatory factor analysis for validity of the questionnaire and Cronbach alpha is employed for measuring the reliability of the questionnaire. The results have confirmed that TAM questionnaire maintains sufficient content validity and reliability. In other words, The measures were refined and stream-lined, resulting in two six-item scales with reliabilities of 0.89 for usefulness and 0.87 for ease of use. © 2013 Growing Science Ltd. All rights reserved.

Factors Contributing to Purchase Intentions on the Internet

ABSTRACT This study draws from the marketing literature to support an extension of the technology acceptance model (TAM) to address consumers' online purchasing intention. An instrument was developed and pre-tested. Data was collected via both paper and through an online survey from multiple sources–from universities and local businesses. A confirmatory factor analysis with LISREL 8.5 was performed to analyze the relationship between the constructs in the proposed research model. Our findings generally support the validity of TAM in an online shopping environment. Validating TAM within this context improves understanding about the consumer's online shopping behavior and prediction of online shopping behavior.