2017
DOI: 10.28945/3622
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Impact of Collaborative Work on Technology Acceptance: A Case Study from Virtual Computing

Abstract: Aim/PurposeThis paper utilizes the Technology Acceptance Model (TAM) to examine the extent to which acceptance of Remote Virtual Computer Laboratories (RVCLs) is affected by students' technological backgrounds and the role of collaborative work. BackgroundRVCLs are widely used in information technology and cyber security education to provide students with hands-on experimentation. However, students may not exploit their full benefits if they do not accept RVCLs as a viable educational technology. MethodologyIn… Show more

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Cited by 6 publications
(9 citation statements)
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“…This development supports Koral and Emel [25], also Akar and Güzin [26] who suggest that technology acceptance relates to content comprehension which becomes the focus. It is also stated by Konak et al [27] who stated that technology acceptance affects collaborative work. The same notion explained by Davis [21] and Hendrawati [24] who figured that technology acceptance had affected intrinsic motivation to occur.…”
Section: Application Analysismentioning
confidence: 81%
“…This development supports Koral and Emel [25], also Akar and Güzin [26] who suggest that technology acceptance relates to content comprehension which becomes the focus. It is also stated by Konak et al [27] who stated that technology acceptance affects collaborative work. The same notion explained by Davis [21] and Hendrawati [24] who figured that technology acceptance had affected intrinsic motivation to occur.…”
Section: Application Analysismentioning
confidence: 81%
“…Many extensions of the model have been developed to predict technology acceptance by considering different types of external variables that are relevant to the specific contexts in which technology innovation was introduced. For example, Konak et al [20] discussed the model's application to the usage of educational technologies such as web-based learning systems, gamification e-books, and computer technology education.…”
Section: Data Collectionmentioning
confidence: 99%
“…Por ello, el modelo ha ido dando cabida a nuevas variables explicativas relacionadas con factores afectivos, características individuales de los usuarios o factores relacionados con el efecto o influencia social y del contexto. En el caso concreto de los entornos de formación, algunos de estos modelos TAM han explorado nuevas variables, concretamente: apoyo organizacional, autoeficacia relacionada con el uso de TIC, experiencia previa, la ambigüedad de la tarea (task equivocality), satisfacción personal y características individuales (Al-Busaidi, 2013), o también factores como por ejemplo el estilo de aprendizaje de los alumnos (Chen, 2011), la percepción de la autoeficacia en el uso de sistemas con fuerte componente tecnológico, la percepción del control externo, la ansiedad ante contextos tecnologizados en el aula (Konak, Kulturel-Konak, Nasereddin, & Bartolacci, 2017) Todo ello ha generado otra serie de propuestas que modelizan el posible efecto de estos nuevos factores explicativos sobre IC (BI, Behavioral Intention). Aparecen así diferentes tipos de explicaciones y modelos, con una base teórica similar, pero con factores explicativos diferentes, por lo que resulta necesario adaptar el modelo TAM general a las circunstancias particulares de estudio en cada caso.…”
Section: Los Modelos De Aceptación Tecnológicaunclassified