Exploring factors affecting academics’ adoption of emerging mobile technologies-an extended UTAUT perspective

Hu, Sailong; Laxman, Kumar; Lee, Kerry

doi:10.1007/s10639-020-10171-x

Cited by 107 publications

(99 citation statements)

References 56 publications

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“…Finally, perceived control is defined as the level of an individual’s control over the environment and the individual’s actions (Koufaris, 2002 ). The study by Bower et al ( 2020 ) and Hu et al (Hu et al, 2020 ) state that perceived enjoyment is a key motivator for influencing teachers’ attitude toward the use technology and, ultimately, teachers’ intentions to use it. Similarly, perceived control is described as one of the constructs that most influences teachers’ intentions to use technology (Somchai & Damnoen, 2020 ; Teo et al, 2016 ).…”

Section: Literature Review and Study Hypothesesmentioning

confidence: 99%

Drivers of teachers’ intentions to use mobile applications to teach science

Ateş

Garzón

2021

Educ Inf Technol

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Using mobile applications in science education has proven to be effective as it adds multiple benefits including learning gains, motivation to learn, and collaborative learning. However, some teachers are reluctant to use this technology for reasons derived from different factors. Hence, it is important to identify what factors affect teachers’ intentions to use mobile applications, in order to take actions aiming to encourage them to use this technology in their classes. Accordingly, this study proposes a model to predict science teachers’ intentions to use mobile applications in the teaching process. Our model merges the Technology Acceptance Model, the Flow Theory, and the Theory of Planned Behavior. It includes 11 hypotheses that were tested with 1203 pre-service and in-service science teachers from different cities in Turkey. Additionally, the study investigates the mediating role of attitude and perceived usefulness on teachers’ intentions to use mobile apps. Further, it examines the moderating role of the sample type on teachers’ behavioral intentions. The results indicate that all 11 hypotheses were significant to explain teachers’ intentions to use mobile applications. Finally, the study raises theoretical and practical implications to guide stakeholders to undertake actions to enrich educational settings through the use of mobile applications.

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Section: Literature Review and Study Hypothesesmentioning

confidence: 99%

Drivers of teachers’ intentions to use mobile applications to teach science

Ateş

Garzón

2021

Educ Inf Technol

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“…The finding may also be attributable to the recentness of these platforms (i.e., Microsoft Teams and Slack) implementation across universities which might have appeared as a cause, constraining the user's exposure and awareness about its potential (Kalra and Baral, 2019). Higher education academics may have a pretty strong sense of expertise, and flexibility, to new tools contrasted with other types of users (Hu et al, 2020;Wang et al, 2009). Although most of our participants use enterprise social network for less than three years in a university, academic staff have experience with using public social networking (e. g Facebook, Twitter, and LinkedIn) tools for a long time.…”

Section: Effort Expectancymentioning

confidence: 99%

Antecedents and outcomes of enterprise social network usage within UK higher education

Kazemian

Grant

2021

VJIKMS

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Purpose The purpose of this paper is to investigate factors influencing knowledge sharing on enterprise social network (ESN) use behaviour among academic staff in universities, using the unified theory of acceptance and use of technology (UTAUT) as the underlying research framework Design/methodology/approach A conceptual framework was created by extending the UTAUT by incorporating three additional factors, namely, feature value (FV), relationship expectancy (RE) and professional benefits. A quantitative approach based on the survey was used to collect data from 254 academic staff. Data were analysed using structural equation modelling. Findings The result indicated significant differences around factors influencing both consumptive and contributive usage patterns within ESNs. These factors suggest more contributive than consumptive use. Research limitations/implications Future research should consider a longitudinal study focusing on the change in ESN use behaviour among academic staff and the fundamental aspects influencing this change. Originality/value This study extends the UTAUT model by incorporating three additional factors: FV, RE and professional benefits, to study ESN use behaviour in a higher education context. This study has significantly modified UTAUT to include the dynamic nature of ESN usage.

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“…Therefore, some authors argued that with adequate resources and continuous training, the use of ICT by teachers and students would be favorable [14]. In this sense, adequate training for teachers that complements technology with pedagogical tools is necessary [15,16], which promotes inclusive classrooms for students with disabilities [17] and encourages social justice [18,19].…”

Section: Technology In Educationmentioning

confidence: 99%

Uses and Resources of Technologies by Mathematics Students Prior to COVID-19

et al. 2021

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Digital competence in education includes, amongst other things, the ability to create and manage content and information, mastery of communication tools, and solving technological problems. The access to information and communication technologies (ICT) for educational purposes could have affected the academic performance of mathematics students prior to COVID-19. The objectives were to (1) analyze family and economic factors that could influence the use of ICT for educational purposes, and (2) determine what attributes of Melilla’s mathematics students could explain an additional variation in the use of ICT for academic purposes before COVID-19. A total of 2018 students at secondary schools in Melilla were included in this cross-sectional study. A validated questionnaire with 14 questions regarding ICT and its uses and resources in mathematics learning was administered to students. Statistical analysis revealed that 63.81% of students used ICT to study mathematics and 36.19% did not. Of this percentage, 30.22% failed mathematics and 68.43% reported that ICT does not help them improve their grades. The use of ICT to study mathematics was influenced by students’ perceptions of its usefulness for their academic performance and learning. We also found an association with educational level and time spent on the Internet.

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Exploring factors affecting academics’ adoption of emerging mobile technologies-an extended UTAUT perspective

Cited by 107 publications

References 56 publications

Drivers of teachers’ intentions to use mobile applications to teach science

Drivers of teachers’ intentions to use mobile applications to teach science

Antecedents and outcomes of enterprise social network usage within UK higher education

Uses and Resources of Technologies by Mathematics Students Prior to COVID-19

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