Sociocultural and Technological Barriers Across all Phases of Implementation for Mobile Health in Developing Countries

Connor, Yvonne O’; Connor, Siobhan O’; Heavin, Ciara; Gallagher, Joe; Donoghue, John O’

doi:10.1016/b978-0-12-803468-2.00010-2

Cited by 14 publications

(7 citation statements)

References 45 publications

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“…The present research rests on ascertaining the behavior intention of the students pursuing architecture to adopt technology for online learning. In this context, behavior intention indicates the degree to which these students have agreed or not-agreed to study online (Warshaw and Davis, 1985, p. 214;Mittal et al, 2020;Bhandari et al, 2020;Bansal et al, 2020) BEH1 I intend to continue learning through online mode in future BEH2 I will always try to learn new courses through online mode BEH3 I plan to continue doing online courses frequently due to flexibility of attending more than one course at a time ACA Academic tenacity Academic tenacity, in this research includes the students' mindset and skills fostering long-term hard work and achievement that drives them to adopt technology for learning through the online mode (Dweck et al, 2014;Kannangara et al, 2020) ACA1 Online learning has improved my talents and skills ACA2 I can use my soft skills while making complex design projects through online medium ACA3 I feel confident in handling studios and extensive juries ACA4 I find it easy trying new software for designing projects TEC Technological barriers For the purpose of this research, technological barriers include limited access to useful, relevant and appropriate hardware and software for architecture students impacting their intention to use technology, specifically when they perceive that use of technology brings forth related hitches hindering their academic learning (O'Connor et al, 2016;Bhandari et al, 2020) TEC1 It is difficult to learn studio subjects that involve hands-on learning such as workshop, visual arts etc. TEC2 I may be apprehensive in learning advanced technical skills TEC3 I believe that technologically produced designs are too stereotypical TEC4 I believe that with an online learning program the focus will be on learning the technology rather than on the information taught TEC5 I find it difficult to understand design juries through online system INT Interaction barriers Within the scope of this research interaction as a risk refers to the potential lack of desirable information exchange between the students with their peers or faculty while communicating through online platforms eventually impacting their intention to adopt technology for online learning (Muilenburg and Berge, 2005;Bhandari et al, 2020) INT1 I feel that the faculty will not be able to convey graphically using online learning system INT2 I believe that the faculty is unable to explain drawing and construction based subjects adequately online INT3 I believe I would miss the academic interaction with my friends and faculty INT4 I believe that online group discussion with my classmates may not be fruitful at conceptual stages of architectural design for group submissions (continued )…”

Section: Appendixmentioning

confidence: 99%

E-learning adoption by undergraduate architecture students: facilitators and inhibitors

Tandon

Mittal

Bhandari

et al. 2021

ECAM

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PurposeThis study identifies the facilitators and inhibitors for the adoption of e-learning for the undergraduate students of architecture. Nine constructs are identified as facilitators and five constructs are identified as inhibitors to the adoption of online learning systems in the context of the study. These constructs were used to propose a research model.Design/methodology/approach596 architecture undergraduates responded to a structured questionnaire. The questionnaire was finalized after a pilot study and included standard scale items drawn from previous studies. An exploratory factor analysis was followed by structural equation modeling (SEM) to test the proposed model.FindingsAll the identified facilitators emerged significant except social influence and price value. Furthermore, technology risk emerged insignificant while all other inhibitors had significant impact on Behavioral Intention to adopt e-learning.Research limitations/implicationsThe study has strong implications in academia as HEIs in developing countries need to make their students computer proficient, boost the implications of e-learning services by mitigating risks and motivating students to acquire knowledge through flexible e-learning modules.Originality/valueThe COVID-19 pandemic forced educational institutions to switch to online modes of learning. For students of architectural programs in a developing country like India, this has been unprecedented and has brought in a new set of challenges and opportunities. With the extension of the pandemic induced lockdown in educational institutions, students – and other stakeholders – have no choice but to adapt to this new normal of dependence on remote learning.

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Section: Appendixmentioning

confidence: 99%

E-learning adoption by undergraduate architecture students: facilitators and inhibitors

Tandon

Mittal

Bhandari

et al. 2021

ECAM

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“…Personal innovativeness refers to the willingness of an individual to try out an innovation. Studies support that individuals with a high degree of innovativeness are more likely to use computer-based applications and have positive perceptions about the ease of use of technology [22,23]. We postulate that personal innovativeness has a positive impact on the future use of AI applications (H7).…”

Section: Et Al Reported a Direct Association Between Social In Uence ...mentioning

confidence: 81%

Trust in AI applications and intention to use them in cardiac care among cardiologists in the UK: A Structural Equation Modeling Approach

Mahdavi,

Frings

2024

Preprint

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Background. The widespread use of Artificial Intelligence (AI)-driven applications among consultant cardiologists remains relatively low due to trust issues and perceived threat to professional autonomy, patient safety, and legal liability of misdiagnoses. There is a paucity of empirical research investigating the relationships between trust in AI applications and an intention to use (AI-Use) them among cardiologists. To address this gap, we surveyed a sample of cardiologists to examine the determinants of trust in AI and trust’s effects on AI-Use based on the organisational trust model. Methods. We conducted a cross-sectional survey of consultant cardiologists (n = 61) in the UK. Given the small sample size, we used a partial least square structural equation model (SEM) analysis approach to assess the measurement and structural models. We utilized factor loadings and weights for the measurement model assessment and coefficients, the redundancy indices, and goodness of fit (GoF) for the structural model assessment. We also undertook a content analysis of open-text responses around perceived risks, enablers, and barriers to AI use in cardiac care. We performed analyses in the R programme. Results. The GoF of the final SEM model was 63%, showcasing a substantial improvement over the original model (GoF=51%). The final model encompassed all latent constructs from the original model and explained 70% of the variance in trust and 37% in AI use. The AI application ability (accuracy and reliability) significantly influenced trust (β=0.55, p<.001), while lower benevolence correlated with decreased trust (β=0.19, p<.05). Trust in AI emerged as the sole significant contributor to AI-Use (β=0.48, p<.001), indicating higher trust associated with increased future use. Participants perceived diagnosis accuracy as a prominent theme, mentioned 20 times about AI risk and frequently cited as both an enabler (n=39 times) and a barrier (n=29 times). Conclusions. The enhanced GoF in the final model indicates an improved final SEM model compared with the original SEM model. Addressing diagnosis accuracy concerns and building trust in AI systems is crucial to facilitate increased AI adoption among cardiologists and seamless integration into cardiac care.

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“…Several studies have explored the barriers of ICT implementation and adoption for various health care professionals. 45,[86][87][88][89][90][91][92][93][94][95] Still, the evidence of ICT related barriers for health care aides is limited. The concept of barriers is associated with attitudes, education, training, and limitations for the adoption and use of ICT.…”

Section: Barriersmentioning

confidence: 99%

“…86 In the literature, the evidence reports that barriers could be related but not limited to inadequate access to useful, relevant, and appropriate hardware and software when implementing ICT. 94 ICT barriers have been observed from the technology, organizational, socioeconomic, and ethical perspectives. 96 In ►Fig.…”

Section: Barriersmentioning

confidence: 99%

Barriers and Benefits of Information Communication Technologies Used by Health Care Aides

et al. 2022

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Background Although information and communication technologies (ICT) are becoming more common among health care providers, there is little evidence on how ICT can support health care aides. Health care aides, also known as personal care workers, are unlicensed service providers who encompass the second largest workforce, next to nurses, that provide care to older adults in Canada. Objective The purpose of this literature review is to examine the range and extent of barriers and benefits of ICT used by health care workers to manage and coordinate the care-delivery workflow for their clients. Methods We conducted a literature review to examine the range and extent of ICT used by health care aides to manage and coordinate their care delivery, workflow, and activities. We identified 8,958 studies of which 40 were included for descriptive analyses. Results We distinguished the following five different purposes for the use and implementation of ICT by health care aides: (1) improve everyday work, (2) access electronic health records for home care, (3) facilitate client assessment and care planning, (4) enhance communication, and (5) provide care remotely. We identified 128 barriers and 130 benefits related to adopting ICT. Most of the barriers referred to incomplete hardware and software features, time-consuming ICT adoption, heavy or increased workloads, perceived lack of usefulness of ICT, cost or budget restrictions, security and privacy concerns, and lack of integration with technologies. The benefits for health care aides' adoption of ICT were improvements in communication, support to workflows and processes, improvements in resource planning and health care aides' services, and improvements in access to information and documentation. Conclusion Health care aides are an essential part of the health care system. They provide one-on-one care to their clients in everyday tasks. Despite the scarce information related to health care aides, we identified many benefits of ICT adoption.

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Sociocultural and Technological Barriers Across all Phases of Implementation for Mobile Health in Developing Countries

Cited by 14 publications

References 45 publications

E-learning adoption by undergraduate architecture students: facilitators and inhibitors

E-learning adoption by undergraduate architecture students: facilitators and inhibitors

Trust in AI applications and intention to use them in cardiac care among cardiologists in the UK: A Structural Equation Modeling Approach

Barriers and Benefits of Information Communication Technologies Used by Health Care Aides

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