scholarly journals Determinants of Attitudes of Computer Users: an Approach to the Technology Acceptance Model and Social Cognitive Theory

Webology ◽  
2021 ◽  
Vol 18 (SI03) ◽  
pp. 92-111
Author(s):  
Amirudd in ◽  
Grace T. Pontoh ◽  
Endang Sriningsih
Keyword(s):  
Technology Acceptance ◽  
Social Cognitive Theory ◽  
Technology Acceptance Model ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Computer Anxiety ◽  
Survey Methods ◽  
Ease Of Use ◽  
Perceived Playfulness ◽  
Acceptance Model

This work desires to observe and analyze (1) the computer anxiety consequence, self-adequacy of technology, perceived playfulness and understood ease of use the approach of using computers; (2) the consequence of computer anxiety, computer self-adequacy, and perceived playfulness, on the attitude of using computers mediated by. This study is a significant research and uses survey methods with data collection techniques using questionnaires and data analyzed using AMOS statistical software. The outcomes demonstrated that (1) computer self-adequacy, perceived playfulness and had a serious influence on the mentality of utilizing computers; (2) computer anxiety doesn’t have a straight influence on the attitude of using a computer; and (3) computer self-efficacy, computer anxiety and perceived playfulness have a serious influence on the potential of using computers across whole variable anticipated usability. This research can give to the development of science and technology with the Technology Acceptance Model and Social Cognitive Theory which theoretically can provide evidence and support for the progress of research in the scope of behavioral accounting, can form a positive attitude of students in the learning process so as to produce outstanding graduates who are able to accept technological developments.

scholarly journals Students’ Intentions to Use Distance Education Platforms: An Investigation into Expanding the Technology Acceptance Model through Social Cognitive Theory

Electronics ◽  
2021 ◽  
Vol 10 (23) ◽  
pp. 2992
Author(s):  
Amany Al-Dokhny ◽  
Amr Drwish ◽  
Ibrahim Alyoussef ◽  
Ahlam Al-Abdullatif
Keyword(s):  
Distance Education ◽  
Technology Acceptance ◽  
Social Cognitive Theory ◽  
Technology Acceptance Model ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Acceptance Model

The current study aims to investigate the crucial factors that influence the behavioral intentions of students to use distance education platforms (DEPs). The tested Davis Expanded Technology Acceptance Model (TAM) was applied with Bandura’s social cognitive theory (SCT). This study included 453 university students using DEPs in the Kingdom of Saudi Arabia. A quantitative approach was adopted, and the results revealed that both perceived ease of use and usefulness have a strong influence on student intentions to use DEPs. Observational learning and computer self-efficacy also strongly influence perceived ease of use, and learner control with scaffolding was shown to significantly influence perceived usefulness. Moreover, the results confirmed the significant effect of perceived ease of use on perceived usefulness. Accordingly, the results provide valid support for an integrated framework including both TAM and SCT to understand how students may accept DEPs to improve their educational performance. This integration would help the decision-makers who are responsible for managing these platforms to assess the real needs of students at all higher education institutions.

A Psychological Model to Understand E-Adoption in the Context of the Digital Divide

2013 ◽  
pp. 1402-1424
Author(s):  
Andrew Thatcher ◽  
Mbongi Ndabeni
Keyword(s):  
Technology Acceptance ◽  
Social Cognitive Theory ◽  
Digital Divide ◽  
Technology Acceptance Model ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Diffusion Theory ◽  
Psychological Model ◽  
Innovation Diffusion Theory ◽  
Acceptance Model

The digital divide is often conceptualised as inequalities of access to technology. While access is obviously a precursor to technology use, research consistently shows that the digital divide is not explained simply by access to technology; apparent in the evidence of digital divides within communities of equitable wealth or within the same geographical location. This chapter acknowledges the interplay between psychological as well as socio-economic factors as important in the adoption of technology. Within this approach we construct a model based on the Technology Acceptance Model, the Theory of Planned Behaviour, Innovation Diffusion Theory, Hofstede’s culture framework, and Social Cognitive Theory. The framework for the model is based on a combination of an extension of the Technology Acceptance Model, Innovation Diffusion Theory, and Social Cognitive Theory. The underlying theoretical assumptions are based on Social Cognitive Theory. While some aspects of these individual theories have already been applied to understanding the digital divide, this chapter develops a more comprehensive psychological model of e-adoption than currently exists in the literature.

A Psychological Model to Understand E-Adoption in the Context of the Digital Divide

2011 ◽  
pp. 127-149 ◽  
Author(s):  
Andrew Thatcher ◽  
Mbongi Ndabeni
Keyword(s):  
Technology Acceptance ◽  
Social Cognitive Theory ◽  
Digital Divide ◽  
Technology Acceptance Model ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Diffusion Theory ◽  
Psychological Model ◽  
Innovation Diffusion Theory ◽  
Acceptance Model

The digital divide is often conceptualised as inequalities of access to technology. While access is obviously a precursor to technology use, research consistently shows that the digital divide is not explained simply by access to technology; apparent in the evidence of digital divides within communities of equitable wealth or within the same geographical location. This chapter acknowledges the interplay between psychological as well as socio-economic factors as important in the adoption of technology. Within this approach we construct a model based on the Technology Acceptance Model, the Theory of Planned Behaviour, Innovation Diffusion Theory, Hofstede’s culture framework, and Social Cognitive Theory. The framework for the model is based on a combination of an extension of the Technology Acceptance Model, Innovation Diffusion Theory, and Social Cognitive Theory. The underlying theoretical assumptions are based on Social Cognitive Theory. While some aspects of these individual theories have already been applied to understanding the digital divide, this chapter develops a more comprehensive psychological model of e-adoption than currently exists in the literature.

scholarly journals Information and Communications Technology Used in Higher Education: An Empirical Study on Digital Learning as Sustainability

2021 ◽  
Vol 13 (13) ◽  
pp. 7074
Author(s):  
Amer Mutrik Sayaf ◽  
Mahdi Mohammed Alamri ◽  
Mohammed Ayid Alqahtani ◽  
Waleed Mugahed Al-Rahmi
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Computer Anxiety ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Digital Learning ◽  
Perceived Enjoyment ◽  
Acceptance Model

Teaching and learning are significantly influenced by information and communications technology (ICT). The goal of this study was to develop a new model and conduct confirmatory factor analysis to learn more about how students use ICT for digital learning as sustainability. The purpose of this research project was to investigate computer self-efficacy, computer anxiety, perceived enjoyment and acceptance of digital learning as sustainability at Saudi universities, based on students’ satisfaction with actual ICT usage for digital learning as sustainability. This research project made use of structural equation modelling with SEM-AMOS and an expanded variant of the technology acceptance model as the research model. A questionnaire based on the technology acceptance model and social cognitive theory was employed as the main data collection method and was distributed to 684 students from students at two universities. Students’ answers were categorized into seven categories and evaluated to determine how satisfied students were with ICT and how likely they were to continue using it for digital learning as sustainability. The findings revealed a connection between computer self-efficacy, computer anxiety and perceived enjoyment, factors which all played a significant role in perceived usefulness and ease of use. Perceived usefulness and ease of use also had an impact on students’ continued intention to use and satisfaction. This research-built model was effective in explaining students’ continued desire to use ICT and their satisfaction with it.

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