A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models

The aim of this theoretical review was to identify the important factors shown to affect attitudes towards use of educational technologies by students or educators in higher education institutions and organise them into broad, intermediate and narrow groupings. This was done to assist the constructi...

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Veröffentlicht in:British journal of educational technology Jg. 50; H. 5; S. 2394 - 2413
Hauptverfasser: Kemp, Andrew, Palmer, Edward, Strelan, Peter
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Coventry Wiley-Blackwell 01.09.2019
Blackwell Publishing Ltd
Schlagworte:
Adoption (Ideas)
Attitudes
Benchmarking
Benchmarks
Classification
College Faculty
College Students
Computer Attitudes
Educational Technology
Empirical analysis
Higher education
Higher education institutions
ICT in education
Measurement techniques
Measures
Measuring instruments
Qualitative research
Student Attitudes
Taxonomy
Teacher Attitudes
Technology Acceptance Model
Technology Acceptance Model (TAM)
Technology assessment
Technology utilization
Use studies
Validity
ISSN:0007-1013, 1467-8535
Online-Zugang:Volltext
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Zusammenfassung:The aim of this theoretical review was to identify the important factors shown to affect attitudes towards use of educational technologies by students or educators in higher education institutions and organise them into broad, intermediate and narrow groupings. This was done to assist the construction of more objective measurement instruments used in the evaluation of educational technologies. A qualitative review of the influential factors that affect user attitudes, intentions and motivations to use educational technologies was conducted, first by interrogating the fundamental behavioural theories underpinning technology acceptance models, and then by exploring the findings of later and contemporary empirical research conducted in the educational context. Identified factors were grouped to produce an ordered taxonomy of measurement constructs. This taxonomy provides each construct's lineage back through tertiary, secondary and primary taxonomic groups and provides a greater scope of measurement than commonly used models. Seven primary and twenty two secondary and tertiary taxonomic groups were defined, which collectively comprise sixty one measurement constructs. The taxonomy is designed to reduce measurement bias within studies and also acts as a basis for consistent and objective benchmarking within and across institutions. [Author abstract]
Bibliographie:Refereed article. Includes bibliographical references.
British Journal of Educational Technology; v.50 n.5 p.2394-2413; September 2019
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ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.12833