The two perfect scorers for technology acceptance
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The two perfect scorers for technology acceptance Pritika Reddy 1
& Kaylash
Chaudhary 2 & Bibhya Sharma 2 & Ronil Chand 1
Received: 12 July 2020 / Accepted: 31 August 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This research paper examines the acceptance of technology for learning by senior secondary school students and university newcomers. The objectives of the study are to measure the computer competency, computer self-efficacy of selected student cohorts on the acceptance of technology for learning. The study uses the extended Technology Acceptance Model (TAM) with two additional attributes, computer competencies and computer self-efficacies to examine students’ behavior towards learning with technology. Two sets of data were collected; one was from Year 12 and Year 13 students from 33 secondary schools in Fiji, and the other from newcomers of a regional university in the South Pacific. The cohorts were surveyed with a unipolar Likert scale 1–5 questionnaire. The results were analysed using the “Statistical Package for the Social Sciences” – SPSS software and the proposed extended TAM model was analysed using the Smart Partial least squares (SmartPLS) software. The results from the regression analysis confirmed that the two attributes had a significant positive impact on the acceptance of the technology, that is, computer competency and computer self – efficacy were significant predictors of students’ intention to continue using technology for learning. Therefore, a new model incorporating the two perfect scorers is designed and presented in this paper. The high values for Cronbach’s alpha also show that the results were reliable and valid. Finally, the study shows that computer competencies and computer self-efficacies are essential contributors to the continuous use of technology for learning. Keywords Technology acceptance . Higher education . Extended TAM . Computer self-
efficacy . Computer competency
1 Introduction The rapid evolution of technology continues to permeate into every aspect of human livelihood, evolving and enhancing the associated systems and processes, and * Pritika Reddy [email protected] Extended author information available on the last page of the article
Education and Information Technologies
improving the quality of human lives. The new digital technologies have interconnected the Internet, the resources and the people worldwide. Also, new forms of knowledge accumulation have been developed, and the new computer-based learning systems have opened ways to innovative modes of instructions and learning (Sakarji et al. 2019; Sharma et al. 2019a; Gokcearslan 2017; Sharma and Reddy 2015; Park et al. 2012). Such developments have provided the higher education institutes multiple significant opportunities to seek new and better approaches to learning and teaching to meet the demand of lifelong learning, self-management and development of human potential (Sakarji et al. 2019; Sharma et al. 2018). There has been an accelerated growth in ad
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