The history of UTAUT model and its impact on ICT acceptance and usage by academicians

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

“…As for teachers' performance expectations for technology used in instruction, the results of this study contradict the studies of Kocaleva et al (2014) and Oye et al (2014) which stated that 'performance expectancy was the most influential factor for the acceptance and use of ICT by the respondents' (p. 100). Such differences may be related to the teachers' backgrounds since previous studies did not investigate the hospitality education field, and it seems likely that perceptions and expectations of technologybased instruction will be different across fields.…”

“…Future studies may explore this issue by adopting larger sample sizes or desirable modifications of the items used in the questionnaire. Finally, the effect of behavioural intention towards the actual use of technology in instruction was also significant, in line with previous research of Keong et al (2014) and Oye et al (2014).…”

“…Teacher Level: Unified Theory of Acceptance and Use of Technology (UTAUT) In 2003, Venkatesh et al (2003 integrated 32 variables from eight existing models to create the UTAUT, which has been noted to have predictive efficacy of up to 70 % (Birch and Irvine 2009;Oye et al 2014) and has thus become the generally used model (Pynoo et al 2011). In UTAUT, four constructs are proposed to have direct effects on the behavioural intention of technology adoption; these four constructs are Performance Expectancy, Effort Expectancy, Social Factors and Facilitating Conditions (Barnard et al 2013).…”

Extending UTAUT to Explain Social Media Adoption by Microbusinesses

“…This research addresses the gap by providing the knowledge on the predicting capability of UTAUT in social media adoption by microbusinesses. For detailed analysis of UTAUT reader can refer to [6], [13] and [14].The first two are a biblometric analysis and a meta-analysis, and the third is a complete history of UTAUT.…”

Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning

“…In particular, research has shown that there are a number of factors determining teachers' ICT integration such as teachers' attitudes towards ICT, ICT experience and skills, self-efficacy, and perceived usefulness of ICT (Govender & Govender, 2009;Hern andez-Ramos et al, 2014;So, Choi, Lim, & Xiong, 2012;Teo, 2011b). Of the factors mentioned, teachers' perceived usefulness of ICT has received special attention in the context of technology acceptance and use: Perceived usefulness is regarded as the only construct which directly predicts teachers' intentions to use ICT and their attitudes towards computer use, which are determinants of the actual ICT use (Chien, Wu, & Hsu, 2014;Davis, 1989;Oye, Iahad, & Rahim, 2014;Smarkola, 2008;Teo, 2011a, b;Teo, Lee, Chai, & Wong, 2009). Moreover, perceived usefulness is the strongest predictor of teachers' intention to use ICT (e.g., Teo, 2009).…”