Mediating the impact of technology usage on perceived ease of use by anxiety

Saadé, Raafat George; Kira, Dennis

doi:10.1016/j.compedu.2006.01.009

Cited by 135 publications

(73 citation statements)

References 60 publications

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“…That is, people tend to use technology more actively when they believe that it is easy to navigate and they are able to manage it. According to Saade and Kira (2007), perceived ease of use influences attitudes towards technology usage in classroom, and it is an important determinant of individuals' intentions to use the technology. Bordbar (2010) discussed that teachers' computer competence is a major predictor for integrating technology in teaching.…”

Section: Perceived Ease Of Usementioning

confidence: 99%

Technology acceptance among pre-service teachers: Does gender matter?

Teo

Fan

2015

AJET

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This study examined possible gender differences in pre-service teachers' perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar invariances, as well as latent mean difference) were conducted. Practically, the findings revealed that, while the gender groups showed no statistical difference on perceived usefulness, attitudes toward technology, intention to use technology, female pre-service teachers had lower scores on perceived ease of use, suggesting that technology use is more challenging for female pre-service teachers than for their male counterparts. Technically, the findings provided support for full configural and metric invariance, and for partial scalar invariance. Discussions about the findings and their practical implications concerning teacher training are provided. Future research directions are also suggested. IntroductionIn teacher education, the issue of integration of technology in education settings is gaining momentum (Deutsch, 2010), and more research is needed to better understand the extent to which technology integration in the classroom is effective and appropriate for enhancing teaching and learning (Davis & Davis, 2007). Research in this area needs to consider a broad range of factors, including the type of course, technology applications (such as hardware, software, ISP's, etc.), pedagogical approaches, instructor characteristics, and student characteristics (Diaz & Bontenbal, 2000). One instructor/student characteristic that has received increasing attention is what role gender plays in technology acceptance in the classroom. The issue of gender difference in technology acceptance and use has received the attention of many researchers; as a result, numerous studies have been conducted to study the extent of this difference (Wong & Hanafi, 2007). The debate over the gender difference related to technology acceptance started in the 1980s, and it still persists today. Many researchers have revisited this issue and many are continuing to do so. There is a growing interest on the impact of possible gender differences in technology acceptance, which emphasises the study of gender and new technologies in education as an important research theme.Introduced by Davis, Bagozzi, and Warshaw (1989), the technology acceptance model (TAM) addressed the relevant issue of how users accept and use a technology in business settings. More recently, educational researchers (e.g., Teo, 2011;Teo, 2012;Teo & Wong, 2013) have extended TAM into education settings, investigating the issues in technology acceptance and use among school teachers. However, there remain many issues related to possible gender differences in the broad area of technology integration in the educational context (Ong & Lai, 2006).There have been studies investigating gender differences in technology acceptance and use as perceiv...

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Section: Perceived Ease Of Usementioning

confidence: 99%

Technology acceptance among pre-service teachers: Does gender matter?

Teo

Fan

2015

AJET

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“…However, unlike the present model, the TAM, TPB and UAUT can also be used to predict user's technology acceptance, although recent studies have suggested that some variables in these models such as perceived ease of use, subjective norm, computer self-efficacy, and users' beliefs about technology are significant predictors of attitudes towards computer use and intention to use computers. Hence it is reasonable to expect these variables to have significant influences on e-learning as well Paraskeva, Bouta & Papagianni, 2008;Saade & Kira, 2007;Teo, 2009;Teo & Lee, 2010;Teo & van Schaik, 2009;Teo, Wong & Sing, 2008;Teo, Lee, Chai & Wong, 2009). Over time, as e-learning becomes more prevalent, inequalities in access to technologies or users' abilities may result hence affecting e-learning acceptance (Crawford & McKenzie, 2011).…”

Section: Limitationsmentioning

confidence: 99%

Assessing e-learning acceptance by university students in Thailand

Teo

Wong

Thammetar

et al. 2011

AJET

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The aim of this study is to assess e-learning acceptance by students, using data collected from 377 students at three public universities in Thailand. Using the Elearning Acceptance Measure (Teo, 2010b), participants gave their responses to 21 statements on three factors hypothesised to measure e-learning: tutor quality, perceived usefulness, and facilitating conditions. Results showed that university students in Thailand have an above average level of e-learning acceptance (mean=111.36 out of 147). Among the user domains, age and perceived competence correlated significantly with the factors in ElAM. Using MIMIC modelling, students' elearning acceptance was found to be significantly different by age and perceived competence. IntroductionIn many educational systems, technology integration has been regarded among the top priorities in policy making, budget planning, and curriculum development. At the same time, technology is recognised as one of the key drivers for the improvement of teaching and learning (Afshari, Bakar, Wong, Samah & Fooi, 2008;Wong, Atan & Sabudin, 2010), prompting governments to launch major initiatives and make considerable capital investments to build and maintain information communication technology (ICT) infrastructures in the schools (Moses, Khambari & Wong, 2008). In recent years, the Internet has not only fostered rapid access to information; it also facilitated changes in the nature of today's education (Wong, Ng, Nawawi & Tang, 2005). By harnessing network technologies and wireless devices, teaching and learning is allowed to take place within and beyond the traditional classroom environment via electronic learning or e-learning. Many institutions, instructors, and policy makers have taken advantage of the flexibility of online learning in order to cater to the needs of current and potential students at all levels of education, including those who were unable to attend traditional courses on campus (Cheung, 2005;Dawson, 2006;Johnson, et al., 2011).In many developing countries such as Thailand, students experience difficulties in their access to teachers and learning materials, and their exposures to learning resources are restricted to the locality where they are situated. In response to this Teo, Wong, Thammetar and Chattiwat 1357 situation, Thailand has focused most of its educational plans and policies on building ICT infrastructures and improving accessibility of ICT to teachers and students. According to the Southeast Asian Ministers of Education Organization (2010), these developments are important to reduce the rural-urban gap in education, by bridging the different level of access to ICT infrastructure, auguring well for the advancement of e-learning in the country (Southeast Asian Ministers of Education Organization, 2010).Many higher institutions of learning around the world are aggressively offering online courses, taking advantage of the rapid development of the Internet technology (Yee, Wong, Mohamad Ayub & Mahmud, 2009). To overcome constraints in teaching and lear...

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“…Researches in literature emphasize that computer anxiety is a situation-specific and momentary (state) anxiety that can be shaped (Barbeite and Weiss, 2004); and indicate that computer anxiety exists and is measurable (Saadé and Kira, 2007). The results of the literature study revealed that computer efficacy, which is the psychological sub-dimension of computer anxiety, affects the utilization of information technology and that there is a reverse relation between computer anxiety and computer self-efficacy (Chua et al, 1999;Namlu and Ceyhan, 2002).…”

Section: Introductionmentioning

confidence: 99%

Music teachers computer anxiety and self-efficacy

Kiliç¹

2015

Educ. Res. Rev.

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This study aims to examine the computer anxiety and self-efficacy of music teachers in terms of different variables. The research is implemented on 124 music teachers. A personal information form and scales of Computer Anxiety and Self Efficacy are implemented on 124 music teachers. Data are analyzed with one way analysis of variance (ANOVA) and Pearson correlation coefficient. The results of the research show that gender creates a significant discrepancy in the perception of both computer anxiety (the computer anxiety of female teachers is higher) and self-efficacy (computer self-efficacy of male teachers is higher). The variables of occupational seniority, computer use frequency and having a computer of own do not create a significant difference for computer anxiety and its sub-factors "anxiety of harming the computer and the job", "learning anxiety" and computer self efficiacy. In addition, the variable of computer anxiety has been shown to make a significant difference for computer self-efficacy with computer anxiety and its sub-factors. In addition, it is seen that the music teachers who have their own computers, who use computers frequently and who have more experience in using computers have less computer anxiety and higher self-efficacy. Another finding of the study indicates that there is a high level of negative significant relationship between computer self-efficacy and computer anxiety. This reveals that those who have higher computer self-efficacy have less computer anxiety.

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Mediating the impact of technology usage on perceived ease of use by anxiety

Cited by 135 publications

References 60 publications

Technology acceptance among pre-service teachers: Does gender matter?

Technology acceptance among pre-service teachers: Does gender matter?

Assessing e-learning acceptance by university students in Thailand

Music teachers computer anxiety and self-efficacy

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