Psychological Factors Influencing User Acceptance and Usability

Abstract

Information and communication technologies allow the transmission of audio and video signals in real time, making meetings and interactions with people in remote locations a possibility. For institutions offering education in multiple geographic locations there is a real opportunity to interact with students in a virtual teaching space that supplies text, audio and visual cues. However, technological capability can outstrip availability and adoption. This chapter considers the psychological factors influencing usability and user acceptance of educational technology and associated implications for learning and evaluation. Preference for and effort devoted to educational media may be a function of personality. Preference for online or text-based education may be a function of introversion, and time spent away from study may indicate extraversion or procrastination. Using student surveys, willingness to engage in videoconferencing or to use mobile phones to support teaching and learning was explored. Within an ergonomic framework the authors detail human factors relevant to the use of videoconferencing and mobile phones to support lectures to remote locations.

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“…The input devices are keyboard, speech and handwriting recognition hardware, and phone text entry; the output devices are screens, projectors, 3-D images and others (Dix et al 2004). When designing these devices, developers of such systems need to consider human factors-such as humans' preferences, which may relate to different personalities, or humans' motivations to use computers, such as for work or study purposes (Phillips et al 2010). And it is important to consider whether the input is direct or indirect (Hinckley 2008).…”