Diffusion of Innovation and Use of Technology in Hospitality Education: An Empirical Assessment with Multilevel Analyses of Learning Effectiveness

Abstract

The present study undertook a multilevel analysis on how school administrators' view of the diffusion of adopting technologies in instruction at school level affected teachers' acceptance of the use of these technologies in actual teaching, which, hypothetically, in turn influences students' learning effectiveness. Thirteen Taiwanese high schools with hospitality programmes were surveyed using two theoretical frameworks: diffusion of innovation theory (DOI) and the unified theory of acceptance and use of technology. A series of stepwise multiple regressions were administered, and the results showed that among the variables of DOI within a school, only efforts of promotion was significant for the annual budget allocated to innovative technology-based instruction; this effect was negative. With regard to teachers' adoption of technology, effort expectancy was significantly linked to behavioural intention, which also affected actual use of technology in instruction. Students' motivation and selfefficacy were both significant for learning effectiveness. In terms of multilevel moderations, school's budget allocated to innovative technology-based instruction was found to significantly influence the variables of facilitating condition and behavioural intention at teacher level, which had no moderating effect on students' learning.

Examining Effectiveness of m-Learning in Hospitality Education with Revised Technology Acceptance Model

“…The expedient development of mobile technology has changed the landscape of education, with hospitality education being no exception [25]. The easy availability of mobile devices has enabled students to access learning materials without limitations in time and space [26].…”

Analysing leadership in tourism education research: A scientometric perspective

“…Numerous studies have explored innovative teaching methodologies and technology integration in tourism education (Cantoni et al, 2009;Hsu, 2016). Key themes encompassed gamification (Aguiar-Castillo et al, 2020), mobile learning (Fatima et al, 2019), webquests (Laborda, 2009), virtual reality (Huang et al, 2013), webGIS (Giannakou & Klonari, 2019) big data (Ogbeide et al, 2021), online teaching (Mejia & Phelan, 2013), Web 2.0 (Liburd & Christensen, 2013), blended learning (Gao et al, 2020), design thinking (Sandorová et al, 2020), experiential learning (Schreck et al, 2020), business simulation (Pratt & Hahn, 2016), and podcasts (Lee & Wicks, 2010).…”

Institutional Adoption and Implementation of Blended Learning: Differences in Student Perceptions

“…However, in most of these areas, technology adoption may not be straightforward as adoption is often influenced by several factors. These factors can be classified as three main groups: (a) user (e.g., Hsu, 2016;Wilson, Raish, & Carr-Chellman, 2017), (b) technology itself (e.g., Pereira & Wahi, 2017;Y. Xu et al, 2020), and (c) organization where technology is adopted at (e.g., Chang, 2015;Porter, Graham, Bodily, & Sandberg, 2016;Singh & Hardaker, 2017).…”