Exploring the drivers of technology acceptance: a study of Nepali school students

Teo, Timothy; Doleck, Tenzin; Bazelais, Paul; Lemay, David John

doi:10.1007/s11423-019-09654-7

Cited by 36 publications

(47 citation statements)

References 48 publications

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“…Individuals think about the usability of IBS apps or services only when these services are deemed appropriate to match with their needs and abilities to use these services. PEoU is also reported to have significance in terms of relationships and impact on the individuals’ attitude towards using IBS during the outbreak of COVID-19 which also agrees with the findings of studies conducted by Briz-Ponce et al ( 2017 ), Kong et al ( 2020 ), Sukendro et al ( 2020 ), and Teo et al ( 2019 ). Results can be used to infer whether users think that using IBS is user-friendly and effortless; most likely, they are to show a positive attitude towards using such IBS in their daily activities.…”

Section: Discussion and Policy Recommendationsupporting

confidence: 87%

“…Contrary to findings of various studies, perceived usefulness has been found to have an insignificant relationship with and impact on the attitude towards the use of IBS which is supported by some of the studies (Sukendro et al 2020 ). Insignificant shreds of evidence of SI on PU are supported by some of the previously conducted studies (Teo et al 2019 ; Wismantoro et al 2020 ). This might be the result of the perception that individuals no longer perceive IBS services as a new experience.…”

Section: Discussion and Policy Recommendationsupporting

confidence: 68%

“…Many studies have explored TAM model with external factors (Ait Youssef et al 2020;Al-Okaily et al 2020;Briz-Ponce et al 2017;Chen et al 2011;Cordente-Rodriguez et al 2020;Hur et al 2015;Nikou et al 2017;Okcu et al 2019;Rafique et al 2019;Sagnier et al 2020;Saleem et al 2020;Singh and Srivastava 2019;Sukendro et al 2020;Teo et al 2019;Wismantoro et al 2020;Watat et al 2020;Wu and Chen 2017;You et al 2020), and without integrated external variables (Davis 1989;Kong et al 2020), in TAM model regarding behavioral intention and use of different technological implications.…”

Section: Technology Acceptance Modelmentioning

confidence: 99%

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Consumer usage behavior of internet-based services (IBS) in Pakistan during COVID-19 crisis from the perspective of technology acceptance model

Ishfaq

Huang

2021

Environ Sci Pollut Res

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This study aims to explore the factors that affect consumers’ behavior in adaptation and use of internet-based services (IBS) during the COVID-19 crisis. In this study, technology acceptance model (TAM) was applied to predict the behavioral intention of active social media users among the Pakistan population based on the revised model of the TAM model. And the data of external factors facilitating conditions (FC), social impact (SI), and task technology fit (TTF) were collected from active social media users of Pakistan by using structured questionnaires. After performing Pearson’s correlation and linear regression on the collected data, findings have shown that the outcome variable, i.e., behavioral intention, exhibited significant correlation with all variables except for perceived ease of use (PEoU). Further analysis revealed mixed results wherein FC and TTF can make a significant influence on perceived usefulness (PU) and PEoU, respectively. In addition, PU can significantly affect attitude (ATT) towards the use of IBS while the use of IBS has been affected by behavioral INT during the outbreak of COVID-19 in Pakistan.

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Section: Discussion and Policy Recommendationsupporting

confidence: 87%

Section: Discussion and Policy Recommendationsupporting

confidence: 68%

Section: Technology Acceptance Modelmentioning

confidence: 99%

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Consumer usage behavior of internet-based services (IBS) in Pakistan during COVID-19 crisis from the perspective of technology acceptance model

Ishfaq

Huang

2021

Environ Sci Pollut Res

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“…First, while the limited published research places huge emphasis on the role of teachers as a key player in the technology integration and implementation process, usually in line with a top‐down educational policy approach, the role of learners–the end‐users of technological innovations remain largely ignored. This is problematic as it is rather difficult to promote technology usage without users recognizing the value of technology and accepting it (Teo, Doleck, et al ., 2019). Second, the extensive discourse on the role of teachers, as either alluded to in the government initiatives or discussed explicitly in the published research, was confined to simply the use of certain types of technology in their own classroom teaching.…”

Section: Contextmentioning

confidence: 99%

“…In this vein, the current study extends the explanatory power of the TAM to a new context. Second, the value of the TAM lies in its versatility which enables the incorporation of various external factors for the examination of technology acceptance in a specific context (Teo, Doleck, Bazelais, & Lemay, 2019). This is particularly relevant to the current study that explores the role of teacher support, as a key external factor, in MALL acceptance.…”

Section: Introductionmentioning

confidence: 99%

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Hoi

Mu²

2020

Brit J Educational Tech

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Teachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top‐down educational policies are prevalent, the roles of teachers are usually overemphasized while learners–the end‐users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating their acceptance of mobile‐assisted language learning. This study was conducted in an attempt to fill this gap using the extended technology acceptance model (TAM). Survey data from 293 higher education learners of English in Vietnam were analyzed by the Rasch‐based path model. Results indicated that students showed stronger desire for teachers’ orientation toward appropriate use of mobile resources for language learning both inside and outside the classroom than teachers’ demonstration of mobile‐assisted language learning activities in the classroom. The findings offer useful implications for teachers, researchers, and language education policy makers in fostering the use of mobile devices for language learning. What is already known about this topic? Teachers’ role in promoting learners’ adoption of mobile‐assisted language learning is under‐researched. In contexts dominated by top‐down educational policies, the voice of learners is largely ignored. Learners’ expectation of teachers’ roles in promoting their adoption of mobile‐assisted language learning needs more empirical evidence. What this paper adds? This paper highlighted the important roles of teachers in orienting students toward appropriate mobile learning resources for out‐of‐class learning. Teachers were considered by learners as “guide on the side” rather than “sage on the stage” in enhancing their adoption of mobile‐assisted language learning. Implications for practice/policy Teacher training programs on mobile‐assisted language learning can be redesigned to enable teachers to better support mobile‐assisted language learning in and outside the classroom. Teachers should be better able to enrich their knowledge of various mobile learning resources to support their students.

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Vietnamese EFL Learners’ Perspectives on Learning English Online and Employability

Huynh,

Truong,

Nghia

2023

Global Vietnam: Across Time, Space and Community

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Exploring the drivers of technology acceptance: a study of Nepali school students

Cited by 36 publications

References 48 publications

Consumer usage behavior of internet-based services (IBS) in Pakistan during COVID-19 crisis from the perspective of technology acceptance model

Consumer usage behavior of internet-based services (IBS) in Pakistan during COVID-19 crisis from the perspective of technology acceptance model

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Vietnamese EFL Learners’ Perspectives on Learning English Online and Employability

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