An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

Abstract Purpose This study explores pre-service preschool teachers’ acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course. Methodology This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers’ acceptance and self-efficacy towards ER, and participants’ training journals. Findings The results show that pre-service teachers’ acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers’ acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation. Value Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers’ education.

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Computer Self-Efficacy and Organizational Culture In Affecting Technology Acceptance Model

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i5.997 ◽

2021 ◽

Vol 12 (5) ◽

pp. 484-489

Author(s):

Ulfah Mediaty Arief Et al.

Keyword(s):

Organizational Culture ◽

Technology Acceptance ◽

Technology Acceptance Model ◽

Self Efficacy ◽

High Technology ◽

Ease Of Use ◽

Perceived Ease Of Use ◽

Substantial Impact ◽

Acceptance Model ◽

The Impact

As the leading provider of education, teachers need to have high technology adoption skills. There is LMS technology in inputs that can streamline learning practices. Mostly with inclusion of the impact of organizational culture and machine self-efficacy on LMS Schoology, this study aims to see the capacity of technology acceptance by teachers using the Technology Acceptance Model (TAM).The results of the study using the model described above for teachers in the cities of Salatiga and Boyolali show that organizational culture does not have a major impact on attitude or purpose to use towards LMS Schoology.The self-efficacy of computers may not affect perceived utility, but has a substantial impact on perceived ease of use. The model also indicates that teachers, while they find it difficult to incorporate it, have a positive attitude towards the nature of LMS technology.

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Factors Influencing Employees’ Intention to Use Cloud Computing

Journal of Management and Strategy ◽

10.5430/jms.v8n2p47 ◽

2017 ◽

Vol 8 (2) ◽

pp. 47 ◽

Cited By ~ 12

Author(s):

Ali Tarhini ◽

Ra’ed Masa’deh ◽

Ali Al-Badi ◽

Majdolen Almajali ◽

Sufian Hussien Alrabayaah

Keyword(s):

Cloud Computing ◽

Behavioral Intention ◽

Ease Of Use ◽

Perceived Usefulness ◽

Management Support ◽

Perceived Ease Of Use ◽

Top Management Support ◽

Significant Difference ◽

Job Opportunity ◽

The Impact

This paper aims to investigate the effects of perceived ease of use, perceived usefulness, self-efficacy, trust, job opportunity, top management support, competitive pressure, and regulatory support on employees’ behavioral intention to use cloud computing. Data was collected by means of self-administrated questionnaire containing 25 items from 205 employees’ working in three, four, and five star hotels. Multiple regression analysis was conducted to test the research hypotheses. Results of the current study revealed that there are significant impacts of four independent variables (i.e. job opportunity, top management support, competitive pressure, and regulatory support) on behavioral intention (BI) to use cloud computing; whereas four independent variables (i.e. perceived ease of use, perceived usefulness, self-efficacy, and trust) have no significant impact on BI. The results of T-test also showed that there is a significant difference in the impact of BI to use cloud computing in favor of gender. On the other hand, the results of ANOVA’s test showed that there is no significant difference in the impact of BI that can be attributed to age, educational level, and personal income; whereas a significant difference found in favor of work position and hotel’s classification. In light of these findings, implications to both theory and practice are discussed.

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Computer Anxiety in E-Learning: The Effect of Computer Self-Efficacy

10.28945/3386 ◽

2009 ◽

Cited By ~ 2

Author(s):

Raafat Saade ◽

Dennis Kira

Keyword(s):

University Students ◽

Self Efficacy ◽

Management System ◽

Computer Anxiety ◽

Ease Of Use ◽

Perceived Ease Of Use ◽

E Learning ◽

Computer Based ◽

The Impact ◽

Computer Self Efficacy

It has been reported that as many as fifty percent of adults, including first-year University students, have some sort of computer-related phobia. This report demonstrates that the use of computers still has some unpleasant side effects despite the Internet boom in the past decade. Past research shows that computer anxiety influences how users perceive ease of use of an information system. However, few have investigated the role of computer self-efficacy in mediating computer anxieties on perceived ease of use. Therefore, in this study we base our contribution on the variables of computer self-efficacy and computer anxieties. These two variables are believed to impact an individual’s use of computers and performance for computer-based tasks. Anxiety has been argued to impact computer-based learning by affecting levels of self-efficacy anchored in social learning and outcome expectation theories. Self-efficacy is determined by levels of anxiety such that reduced anxiety and increased experience improves performance indirectly by increasing levels of self-efficacy. In this study, we investigate the influence of computer anxiety on perceived ease of use and the mediating effect of computer self-efficacy on this relationship, within an e-learning context. A survey methodology approach was used in this study using 18 items for 3 constructs (perceived ease of use, anxiety, and self-efficacy). Survey data from 645 university students were analyzed. The psychometric properties of the items and constructs were validated followed by the assessment of mediation of computer self efficacy. Results from the use of a learning management system indicate that computer self-efficacy plays a significant role in mediating the impact of anxiety on perceived ease of use. This role is observed by computer selfefficacy (1) reducing the strength and significance of the impact of anxiety on perceived ease of use and (2) having a strong and significant relationship with computer anxiety. The findings demonstrate the importance of self-efficacy as a mediator between computer anxiety and perceived ease of use of a learning management system (LMS). With the continuous development of richer and more integrated interfaces, anxieties about learning to use the new interface and executing tasks effectively becomes of primary importance. Limitations and suggestions for future research are elaborated.

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Preservice Teachers’ Intention to Adopt Technology in Their Future Classrooms

Journal of Educational Computing Research ◽

10.1177/0735633116641694 ◽

2016 ◽

Vol 54 (7) ◽

pp. 946-966 ◽

Cited By ~ 9

Author(s):

Kun Li ◽

Yanju Li ◽

Teresa Franklin

Keyword(s):

Preservice Teachers ◽

Technology Adoption ◽

Technology Acceptance ◽

Self Efficacy ◽

Ease Of Use ◽

Perceived Barriers ◽

Attitudes Toward Technology ◽

Perceived Ease Of Use ◽

Use Of Technology ◽

Significant Difference

This study examined four factors that influence preservice teachers’ intentions to adopt technology in classrooms based on the Theory of Planned Behavior and Technology Acceptance Model. These four factors—technology self-efficacy, attitudes toward technology, perceived ease of use of technology, and perceived barriers of technology adoption—were explored through a multiple regression analysis. The results indicated that technology self-efficacy, attitudes toward technology, and perceived ease of use of technology were significantly predictive of technology adoption intentions when the other predictors were statistically controlled. Perceived barriers of technology adoption was not a significant predictor. Gender analyses were conducted showing no significant difference on all the factors between male and female. Practical and theoretical implications were addressed either to guide practitioners in designing teacher professional development program or assist researchers in their future study.

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A Path Analysis of the Impact of Application-Specific Perceptions of Computer Self-Efficacy and Anxiety on Technology Acceptance

Journal of Organizational and End User Computing ◽

10.4018/joeuc.2010070105 ◽

2010 ◽

Vol 22 (3) ◽

pp. 82-95 ◽

Cited By ~ 10

Author(s):

Bassam Hasan ◽

Mesbah U. Ahmed

Keyword(s):

Path Analysis ◽

Technology Acceptance ◽

Self Efficacy ◽

Computer Anxiety ◽

Ease Of Use ◽

Perceived Usefulness ◽

Perceived Ease Of Use ◽

The Impact ◽

Application Specific ◽

Computer Self Efficacy

Perceptions of computer self-efficacy (CSE) and computer anxiety are valuable predictors of various computer-related behaviors, including acceptance and utilization of information systems (IS). Although both factors are purported to have general and application-specific components, little research has focused on the application or system-specific component, especially in IS acceptance contexts. Thus, little is known about the effects of application-specific beliefs on IS acceptance or how such effects compare with the effects of more general CSE and computer anxiety beliefs. Accordingly, a research model comprising application CSE, application anxiety, perceived ease of use, perceived usefulness, attitude, and intention was proposed and tested via path analysis. The results demonstrated that the direct impacts of application CSE and application anxiety on perceived ease of use and perceived usefulness were almost equal, but in opposite directions. However, the indirect effect of application CSE on attitude and intention was stronger than that of application anxiety.

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The Indirect Effect of Computer Self-Efficacy of E-Commerce Users on Intention to Use

Petra International Journal of Business Studies ◽

10.9744/ijbs.3.2.75-85 ◽

2020 ◽

Vol 3 (2) ◽

pp. 75-85

Author(s):

Tessa Vanina Soetanto ◽

Adelina Proboyo ◽

Prilya Angel Putri

Keyword(s):

Technology Acceptance ◽

Behavioral Intention ◽

Self Efficacy ◽

Structural Equation ◽

Ease Of Use ◽

Perceived Usefulness ◽

Intention To Use ◽

Perceived Ease Of Use ◽

The Impact ◽

Computer Self Efficacy

E-commerce market in Indonesia has tremendous growth and predicted to become significant contributor to Foreign Direct Investment. Millennials, heavily affected by technology and internet, considered to be the driver growth of e-commerce. Applying the theory of modified Technology Acceptance Model (TAM), this research analyzes whether perceived of ease of use and perceived usefulness mediate the impact of computer self-efficacy on the behavior of e-commerce users to use Lazada platform. The study was a quantitative study with online questionnaire. Data of 200 respondents were analyzed by Structural Equation Modelling and the result shows that computer self-efficacy indirectly affects behavioral intention to use through perceived ease of use. Perceived usefulness and attitude towards use are not significant mediators because of their insignificance on intention to use. Computer self-efficacy has significant impact on behavioral intention mediated by perceived ease of use, but not by perceived usefulness.

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TEACHERS ACCEPTANCE AND INTENTION TO USE ICT IN LEARNING

Jurnal IPTEKS Terapan ◽

10.22216/jit.2018.v12i3.693 ◽

2018 ◽

Vol 12 (3) ◽

pp. 189

Author(s):

Kurniabudi Kurniabudi

Keyword(s):

High School Teachers ◽

Self Efficacy ◽

Subjective Norm ◽

Ease Of Use ◽

Perceived Usefulness ◽

Intention To Use ◽

Perceived Ease Of Use ◽

The Impact ◽

The City ◽

Computer Self Efficacy

<em>Although ICT could bring many benefit in learning ,however implementation of ICT in the learning process is not easy. In fact, adoption of ICT in learning, is not only occurs in higher education but also in schools. The aim of This study is to identify the impact of Subjective Norm, Image and Computer Self-Efficacy against the behavior of teachers in using ICT in learning.Technology Acceptance Models (TAM) 2 used in the analysis of the behavior of the reception. Data was collected from high school teachers in the city of Jambi. Data were analyzed using SEM method with applications SmartPLS.This study reveals that the consistency of Perceived Usefulness and Perceived Ease of Use has a direct influence on Intention to Use . Subjective Norm and Image provides indirect influence on Intention to Use Computer Self - Efficacy whereas no effect on of Perceived Usefulness , Perceived Ease of Use and Intention to Use</em>

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A Path Analysis of the Impact of Application-Specific Perceptions of Computer Self-Efficacy and Anxiety on Technology Acceptance

End-User Computing, Development, and Software Engineering ◽

10.4018/978-1-4666-0140-6.ch017 ◽

2012 ◽

pp. 354-368 ◽

Cited By ~ 2

Author(s):

Bassam Hasan ◽

Mesbah U. Ahmed

Keyword(s):

Path Analysis ◽

Technology Acceptance ◽

Self Efficacy ◽

Computer Anxiety ◽

Ease Of Use ◽

Perceived Usefulness ◽

Perceived Ease Of Use ◽

The Impact ◽

Application Specific ◽

Computer Self Efficacy

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Acceptance of MOOCs as an alternative for internship for management students during COVID-19 pandemic: an Indian perspective

International Journal of Educational Management ◽

10.1108/ijem-03-2021-0085 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Archana Singh ◽

Anuj Sharma

Keyword(s):

Higher Education ◽

Technology Acceptance ◽

User Satisfaction ◽

Self Efficacy ◽

Ease Of Use ◽

Perceived Usefulness ◽

Original Research ◽

Perceived Ease Of Use ◽

Content Type ◽

The Impact

PurposeThe objective of this paper is to understand the benefits and utility of massive open online courses (MOOCs) as perceived by the student, vis-à-vis internship and determine the factors that influence student motivation and distraction in adoption of MOOCs.Design/methodology/approachAn empirical study is conducted through a survey; data are collected through a structured questionnaire. The technology acceptance model (TAM) is used as the base framework. For data analysis, Statistical Product and Service Solutions–Analysis of Moment Structures (SPSS–AMOS) 24.0 is used.FindingsThe impact of context-specific distinctive features of MOOCs and characteristics of students on user satisfaction are examined through perceived ease of use and perceived usefulness. In the study, it is found that positive social influence and better facilitating conditions improve perceived ease of use and perceived usefulness leading to a better user satisfaction. Self-regulation positively influences self-efficacy among students while pursuing MOOCs. Contrary to the past researches, it is found that in the pandemic environment self-efficacy is not impacting perceived ease of use, perceived usefulness and satisfaction.Practical implicationsThe findings of this study will benefit MOOCs developers and Higher Education Institutes (HEIs) in deeper understanding the significant factors affecting MOOC usage in higher education.Originality/valueThe study is ingrained to find the causes which will lead to user satisfaction of MOOCs by post-graduation students of B-schools in India. This is an original research and primary data has been collected for decision-making.

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Direct and Indirect Associations of Personality With Audiovisual Technology Acceptance Through General Self-Efficacy

Psychological Reports ◽

10.1177/0033294121997784 ◽

2021 ◽

pp. 003329412199778

Author(s):

Maria Manolika ◽

Rigas Kotsakis ◽

Maria Matsiola ◽

George Kalliris

Keyword(s):

Technology Acceptance ◽

Student Perceptions ◽

Technology Use ◽

Self Efficacy ◽

Online Survey ◽

Ease Of Use ◽

Perceived Usefulness ◽

Perceived Ease Of Use ◽

Beliefs About Technology ◽

General Self Efficacy

Increasing consensus among information systems researchers suggests that personality accounts for the effective use of several technologies, yet less is known about the process through which personality affects user perceptions of technology acceptance. This study, therefore, examined whether personality is associated with student perceptions of audiovisual technology acceptance, and whether general self-efficacy mediates this association. In total, 244 students completed an online survey including measures of personality, general self-efficacy, and perceptions of audiovisual technology acceptance. Canonical correlation uncovered significant associations between personality and student beliefs about technology use. Results further revealed that general self-efficacy fully mediated the effects of openness to experience and neuroticism on Perceived Ease of Use, whereas the association between agreeableness and Perceived Usefulness was partially mediated by self-efficacy beliefs. The fact that personality influences students’ perceptions of technology acceptance both directly and indirectly should not remain unnoticed, especially when designing intervention programs to enhance their academic performance.

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