The study provides an important theoretical framework for decision-making for educational institutions as they seek improvement in user acceptance of technology in the higher education setting. The study adds to the knowledge in the field of information technology by providing statistical research that uses path analysis to disentangle the various causal processes underlying the acceptance of technology in higher education. In this study, the research addresses the following question: Are the constructs of perceived resources, perceived ease of use, perceived usefulness, and attitude towards use significant predictors of educators’ acceptance of mobile technology in higher education as defined by actual use?
Project Details
The objective of this research study is to study the mobile technology acceptance of educators in the higher education industry in the United States. This study will utilize the Chen et al. (2013) extended technology acceptance model, that extended the original Davis (1989) TAM. In this research study, Chen et al. (2013) survey instrument will provide the necessary tool to collect data. Preliminary results show statistical significance exist in relationships across the assessed factors of perceived usefulness, perceived ease of use, perceived usefulness, attitude toward use, and behavioral intention, that contribute to the acceptance of mobile technology in higher education. The implications of the study are that institutions face a challenging task to understand the technology acceptance of educators as they incorporate the use of mobile technology to support their work and improve instructional practices. (Chen, B., Sivo, S., Seilhamer, R., Sugar, A., & Mao, J., 2013) and (Davis, F. D., 1989).
Research Team
Principal Investigators
Adjunct Assistant Professor
- Department of Decision Science and Analytics
- Worldwide College of Business
Associate Professor and Research Coordinator
- Department of Aeronautics
- Worldwide College of Aviation