An Extended Unified Theory of Acceptance and Use of Technology Model for Education Contexts
Or, C., & Chapman, E. (2021). An extended Unified Theory of Acceptance and Use of Technology Model for education contexts. Journal of Applied Learning and Teaching, 4(2), 98-109.
Abstract: In early 2020, education institutions around the world were faced with unprecedented circumstances, as schools and universities closed their doors to contain the spread of COVID-19 (UNESCO, 2020). Responses in higher education were diverse, ranging from approaches in which established courses were offered with minimal adaptation through online meeting platforms such as Zoom and Microsoft teams, to the complete redevelopment of course curricula, allowing these to be offered in fully online, self-directed format (Crawford et al., 2020). The degree of challenge incurred in shifting from face-to-face to virtual or online delivery modes will depend on many factors, including technological, e-learning system quality, cultural, self-efficacy and trust factors (Almaiah et al., 2020). One variable that has been cited consistently as a possible impediment to the efficacy of such initiatives is that of end-user acceptance. For instance, user acceptance studies on online meeting platforms like Zoom and Microsoft has been on the rise (Alfadda & Mahdi, 2021; Alshammari, 2021; Bui et al., 2020; Mpungose, 2021; Olugbade & Olurinola, 2021; Pal & Vanijja, 2020).
Determinants of online assessment adoption in a technical college
Or, C. C. P., & Chapman, E. (2021). Determinants of Online Assessment Adoption in a Technical College. International Journal of Technology in Education and Science, 5(4), 601-619.
Abstract: Higher education institutions have switched from the traditional paper-based assessment to online assessment in the last decade, and it is worthwhile to examine how the users have perceived such a change. While many technology acceptance studies focused on students as participants, this study examines the lecturers’ perception of online assessment. The Unified Theory of Acceptance and Use of Technology model (UTAUT) has been widely adapted for technology acceptance studies, and it is suitable for the study on online assessment systems. Unlike the findings from the original UTAUT model, performance expectancy did not have a significant effect on behavioral intention. A new relationship was found between Social Influence and Use Behavior. An essential aspect of this study ascertained that attitude, a construct that was absent in the original model, has a significant effect on behavioral intention.
Or, C., & Chapman, E. (2022). Development and validation of an instrument to measure online assessment acceptance in higher education. British Journal of Educational Technology, 53(4), 977-997.
Abstract: Many educational institutions have adopted online assessment in recent years. Previous studies on online assessment have often been tied to studies on learning management systems. As such, questions of online assessment acceptance have typically been overshadowed by a focus on the acceptance of learning management systems in general. The focus of the present research on online assessment is relatively rare. This paper describes the validation of an instrument to measure online assessment adoption by lecturers in higher education. A total of 213 participants responded to a 20‐item online questionnaire. With the data collected and the model fit, the instrument developed was able to meet the expectations to measure online assessment. The preliminary evidence of the validity of the extended Unified Theory of Acceptance and Use of Technology model, based on its reliability found in the current study, supports the use of the instrument as a technology acceptance framework for online assessment systems.
Or, C., & Chapman, E. (2022). Development and acceptance of online assessment in higher education: Recommendations for further research. Journal of Applied Learning and Teaching, 5(1), 10-26.
Abstract: Online assessment is now used commonly in higher education institutions. While this approach to assessment has several advantages over paper-based assessments, its introduction often precipitates concerns from users, in particular, students and academic staff members. This paper traces the development of online assessment and reviews studies published on student and teacher perceptions of online assessment over a 15-year period. Studies suggest that while students’ perceptions are generally found to be positive, academic staff members’ perceptions have been more mixed. Recommendations for future research into teachers’ responses to online assessment tools are made.
Or, C., Leong, H. & Ng, X.H. Lecturers’ perceptions of flipped learning in higher education: A case study on flipped classroom implementation in Singapore Polytechnic. Journal of Applied Learning and Teaching, 5(2).
Abstract: Higher education institutions have adopted flipped learning in recent years, and it is worthwhile to examine how the users have perceived such a change. While many research studies focused on students as participants, this study examines the lecturers’ perception of flipped learning. Findings in the study showed that both lecturers’ perceived student behaviour and instructional consideration had a significant and positive effect on student learning. The study also attempted to examine whether lecturers’ experience in flipped learning would moderate instructional consideration and student learning. Results showed that lecturers’ experience in flipped learning had no influence on instructional consideration and student learning.
Or, C. C. P. (2023). Towards an integrated model: Task-Technology fit in Unified Theory of Acceptance and Use of Technology 2 in education contexts. Journal of Applied Learning and Teaching, 6(1).
Abstract: The Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2003) model is a popular and reliable technology acceptance model that has been widely adopted by researchers and practitioners alike. Since its inception, the Unified Theory of Acceptance and Use of Technology (UTAUT) has served as a base model in research to study various technologies, even in educational contexts. There have been many applications and adoption of the entire UTAUT model or part of the model. Among these past UTAUT studies, researchers added new constructs to expand the scope of the model. Venkatesh et al.(2012) extended their original UTAUT model with additional constructs to study the acceptance and use of technology in consumer contexts. The extended model, known as The Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), added three additional constructs: hedonic motivation, price value and habit. Compared to the original model, the extensions proposed in UTAUT2 significantly improved the variance explained in behavioural intention from 56% to 74% and technology use from 40% to 52%. These represent significant improvements in variance explained compared to the original model.
Or, C. (2023). Revisiting Unified Theory of Technology and Use of Technology Using Meta-Analytic Structural Equation Modelling. International Journal of Technology in Education and Science, 7(1), 83-103.
Abstract: The Unified Theory of Technology and Use of Technology (UTAUT) has been widely used in information system studies since its introduction in 2003. The current study synthesizes 40 empirical studies based on UTAUT in educational contexts using the one-stage meta-analytic structural equation modelling method. While the study confirmed the initial findings by Ventakesh et al.(2003), the model in this study underperformed in the explained variance of behavioral intention. However, the explained variance of usage behavior performed better than the original UTAUT. After introducing new direct relationships between the UTAUT constructs, it was found that the construct, facilitating conditions, was a new predictor of behavioral intention. At the same time, effort expectancy and social influence were new predictors of usage behavior.
Or, C. (2023). The role of attitude in the Unified Theory of Acceptance and Use of Technology: A meta-analytic structural equation modelling study. International Journal of Technology in Education and Science (IJTES), 7(4), 552-570.
Abstract: The Unified Theory of Acceptance and Use of Technology (UTAUT) has been widely used to explain and predict technology adoption and usage behavior (Dwivedi et al., 2019; Or, 2023a; Williams et al., 2015). The model proposes that performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC) are the critical determinants of users’ behavioral intention (BI) and use behavior (UB)(Venkatesh et al., 2003). However, recent studies have suggested that adding attitude as a separate construct to the UTAUT model can enhance its explanatory power and provide a more comprehensive understanding of technology adoption (Altalhi, 2021; Sarkam, 2019; Suki & Suki, 2019; Sangeeta & Tandon, 2021; Yun & Park, 2020). In retrospect, past research on technology adoption and usage behavior has often omitted attitude as a separate construct for several reasons. First, some researchers might have assumed that the core constructs of the earlier technology acceptance models already capture users’ attitudes. For instance, when Davis (1985) refined the Technology Acceptance Model (TAM), he posited that user’s motivation could be explained by 3 factors:(1) perceived ease of use;(2) perceived usefulness; and (3) attitude toward using. Later, Davis (1989) found that attitude did not fully mediate perceived ease of use and perceived usefulness, and a later version of the parsimonious TAM was suggested without the
Advancing workforce competency: Singapore’s integration of competency-based education
Or, C. (2024). Advancing workforce competency: Singapore’s integration of competency-based education. Journal of Applied Learning and Teaching, 7(2).
Abstract: Singapore’s education system has long been known for its excellence, consistently topping global rankings and serving as a benchmark for educational success worldwide (OECD, 2022; Education GPS, 2022). This reputation is built on a foundation of rigorous standards, high-stakes testing, and a culture of academic achievement. However, in recent years, Singapore has embarked on a transformative journey, moving beyond traditional metrics of educational success to embrace Competency-based Education (CBE)(Singapore Institute of Technology, 2024). This shift is not merely an educational reform; it is a strategic response to the change in the global economic landscape, characterised by technological advancements, the rise of the knowledge economy, and the increasing premium on adaptability and lifelong learning. CBE is an approach where students advance based on their ability to demonstrate competency in specific skills and knowledge areas, as opposed to traditional time-based education systems. This paradigm shift is essential in addressing the dynamic needs of the modern workforce. Singapore’s education system has been undergoing a shift towards a more holistic approach that values competencies and skills as much as academic success (De Souza, 2018). This change is driven by global trends, such as technological advancements, which have altered the demands of the workforce. Recognising this, Singapore has been focusing on developing 21st Century Competencies in its learners (Ministry of Education, nd).
Or, C. (2024). Watch that attitude! Examining the role of attitude in the Technology Acceptance Model through meta-analytic structural equation modelling. International Journal of Technology in Education and Science (IJTES), 8(4), 558-582.
Abstract: The Technology Acceptance Model (TAM), proposed by Fred Davis in 1986, is a foundational framework for understanding technology adoption, emphasizing Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) as key determinants of Intention to Use (ITU). While Attitude Toward Using (ATU) was initially central to TAM, it was later omitted in iterations like TAM2 and UTAUT. This paper revisits the role of ATU within TAM, employing One-Step Meta-Analytic Structural Equation Modelling (OSMASEM) to analyze educational technology acceptance. The findings reveal that ATU significantly mediates the relationship between PEOU, PU, and ITU, enhancing the explanatory power of TAM. By comparing models with and without ATU (TAM-O and TAM-R), the findings demonstrate that incorporating ATU provides a more comprehensive understanding of user behavior, particularly in voluntary use contexts. The study underscores the importance of attitudes in technology adoption and suggests that future TAM
Abstract: The rapid integration of Artificial Intelligence in Education (AIED) transformed teaching and learning processes. The study employed the Technology Acceptance Model (TAM) to analyse factors influencing the acceptance of AI tools in educational settings. By utilising One-step Meta-analytic Structural Equation Modelling (OSMASEM), findings from 17 empirical studies were synthesised to explore the relationships among TAM constructs—Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude Towards Use (ATU), and Intention to Use (ITU)—in the context of AIED. The analysis revealed significant direct and indirect effects, with PEOU strongly influencing PU and both PEOU and PU positively affecting ATU and ITU. The results highlighted TAM’s robustness and applicability in predicting technology acceptance behaviours in education, highlighting the critical roles of usability and perceived benefits in driving AI adoption. The findings provided valuable insights for educators, policymakers, and developers aiming to enhance AI integration in education, emphasising the importance of designing user-friendly and beneficial AI tools to foster positive attitudes and increased usage intentions among educators and students.
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