This book provides an in-depth discussion of the emergence of technology acceptance theories and models, how we can use these theories and models in education, and data collection and analysis processes of technology acceptance research in education. The book discusses how we can make meaning of technology and apply it to educational settings while we investigate the processes via which people adopt technology in education. The book will appeal to students enrolled in upper undergraduate and graduate courses that cover technology acceptance and use in education, researchers who would like to conduct technology acceptance research in education and need a comprehensive resource, and practitioners such as teachers and administrators who would like to promote technology use at schools.
Author(s): Ömer Faruk Ursavaş
Series: Springer Texts in Education
Publisher: Springer
Year: 2022
Language: English
Pages: 190
City: Cham
Foreword
Preface
Acknowledgment
Contents
1: Technology Acceptance: A Myth or Necessity
1.1 Introduction
1.2 A Philosophical View: Educational Value Versus Technological Value
1.3 Adoption, Diffusion, and Acceptance: What Did They Bring to Us?
1.4 Why the Adoption of Innovations in the Educational Context Should Be Studied
1.5 Applications in Various Settings
1.5.1 Business
1.5.2 Healthcare
1.5.3 Education
References
2: Theory of Reasoned Action
2.1 Introduction
2.2 Factors
2.2.1 Behavior (Actual Use)
2.2.2 Intention
2.2.3 Attitudes
2.2.4 Subjective Norms
2.3 Case Study
2.3.1 Introduction
2.3.2 Methods
2.3.2.1 Research Design
2.3.2.2 Research Participants and Data Collection
2.3.2.3 Measures
2.3.2.4 Data Analysis
2.3.3 Results
2.3.3.1 Descriptive Statistics
2.3.3.2 Comparison of the Alternative Measurement Models
2.3.3.3 Convergent Validity
2.3.3.4 Discriminant Validity
2.3.3.5 Measurement Invariance Analysis
2.3.3.6 Hypothesis Testing
2.3.3.7 Path Analysis
2.3.4 Discussion
2.3.5 Conclusion, Limitations, and Future Directions
References
3: Theory of Planned Behavior
3.1 Introduction
3.2 Factors
3.2.1 Perceived Behavioral Control
3.3 Case Study
3.3.1 Introduction
3.3.2 Methods
3.3.2.1 Research Design
3.3.2.2 Research Participants and Data Collection
3.3.2.3 Measures
3.3.2.4 Data Analysis
3.3.3 Results
3.3.3.1 Testing the Measurement Model
3.3.3.2 Testing the Structural Model
3.3.4 Discussion
3.3.5 Conclusion, Limitations and Future Directions
References
4: Technology Acceptance Model: History, Theory, and Application
4.1 Introduction
4.2 Development of TAM
4.2.1 TAM1
4.2.2 TAM2
4.2.3 TAM3
4.3 Components of the Models
4.3.1 TAM1
4.3.1.1 Perceived Usefulness (PU)
4.3.1.2 Perceived Ease of Use (PEU)
4.3.2 TAM2
4.3.2.1 Experience
4.3.2.2 Voluntariness
4.3.2.3 Subjective Norm
4.3.2.4 Image
4.3.2.5 Job Relevance
4.3.2.6 Output Quality
4.3.2.7 Result Demonstrability
4.3.3 TAM3
4.3.3.1 Computer Self-Efficacy
4.3.3.2 Perception of External Control
4.3.3.3 Computer Anxiety
4.3.3.4 Computer Playfulness
4.3.3.5 Perceived Enjoyment
4.3.3.6 Objective Usability
4.4 Case Study for TAM
4.4.1 Introduction
4.4.2 Methods
4.4.2.1 Research Design
4.4.2.2 Research Participants and Data Collection
4.4.2.3 Measures
4.4.3 Results
4.4.3.1 Data Analysis
4.4.3.2 Descriptive Analysis
4.4.3.3 Test for Measurement Model
4.4.3.4 Test for Structural Model
4.4.4 Discussion
4.4.5 Conclusion, Limitations and Future Directions
References
5: Motivational Model (MM)
5.1 Introduction
5.2 Hedonic and Utilitarian Use
5.3 Factors
5.4 Case Study
5.4.1 Introduction
5.5 Method
5.5.1 Data Collection
5.5.2 Measurement of Construct
5.6 Results
5.6.1 Descriptive Statistics
5.6.2 Convergent and Discriminant Validity
5.6.3 Test of Structural Model
5.6.4 Hypothesis Test Results
5.7 Discussion
References
6: Unified Theory of Acceptance and Use of Technology Model (UTAUT)
6.1 Introduction
6.2 Omponents of the Models
6.2.1 Performance Expectancy (PE)
6.2.2 Effort Expectancy (EE)
6.2.3 Social Influence (SE)
6.2.4 Facilitating Conditions (FC)
6.2.5 Hedonic Motivation (HM)
6.2.6 Price Value (PV)
6.2.7 Habit (H)
6.2.8 Behavioral Intention (BI)
6.3 Case Study for UTAUT
6.3.1 Introduction
6.3.2 Methods
6.3.2.1 Participants and Procedures
6.3.2.2 Measure
6.4 Results
6.4.1 Descriptive Statistics
6.4.2 Confirmatory Factor Analysis
6.4.3 Test for Measurement Model
6.4.4 Analysis of Measurement Invariance
6.4.5 Testing Structural Model
6.5 Discussion
6.6 Conclusion, Limitation and Future Directions
References
Untitled
7: Previously Completed Systematic Review and Meta-Analysis Studies
7.1 Introduction
7.2 Recent Meta-Analysis
7.3 Case Study for META Analysis
7.3.1 Introduction
7.3.2 Research Hypothesis
7.3.3 Method
7.3.4 Protocol and Registration
7.3.5 Literature Search
7.3.6 Inclusion and Exclusion Criteria
7.3.7 Coding
7.3.8 Data Analysis
7.3.8.1 Effect Size Calculations for Individual Studies and Overall Effect Size
7.3.8.2 The Analysis Model
7.3.8.3 Heterogeneity of the Effect Sizes
7.3.8.4 Measures Taken for Publication Bias
7.3.9 Results and Discussions
7.3.9.1 Descriptive Statistics
7.3.9.2 Results Regarding Causal Relationships
7.3.9.3 Results Regarding Heterogeneity
7.3.9.4 Results Regarding Publication Bias
7.3.9.5 Results Regarding the Research Questions
7.3.10 Limitations and Suggestions for Future Researches
7.3.11 Educational Implications
References
Index
