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Explaining the intention to use technology among university students: a structural equation modeling approach

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Abstract

The aim of this study is to examine the factors that an influence higher education students’ intention to use technology. Using an extended technology acceptance model as a research framework, a sample of 314 university students were surveyed on their responses to seven constructs hypothesized to explain their intention to use technology. Data were analyzed using structural equation modeling and the results showed that perceived usefulness and attitude toward computer use were significant determinants of the intention to use technology, while perceived ease of use influenced intention to use technology through attitude towards computer use. Computer self-efficacy and subjective norm acted as antecedents for perceived usefulness and attitude towards computer use, while facilitating conditions acted as antecedents for perceived ease of use and attitude towards computer use. Together these constructs explained 54.7 % of the variance in students’ intention to use technology. Implications of the findings were also discussed.

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Authors and Affiliations

  1. Faculty of Education, University of Macau, Av. Padre Tomas Pereira, Taipa, Macau SAR, China

    Timothy Teo & Mingming Zhou

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Appendix

Appendix

Construct*

Item

Intention to use (ITT)

ITT1

I will use technology on a regular basis in the future

ITT2

I will use the technology frequently in the future

Attitudes towards using technology (ATT)

ATT1

The computer makes work more interesting

ATT2

Working with computers is fun

ATT3

I like using the computer

ATT4

I look forward to those aspects of my job that require me to use the computer

Perceived usefulness (PU)

PU1

Using computers will improve my work

PU2

Using computers will enhance my effectiveness

PU3

Using computers will increase my productivity

PU4

I find the computer a useful tool in my work

Perceived ease of use (PEU)

PEU1

I find it easy to get computers to do what I want it to do

PEU2

Interacting with the computer does not require a lot of mental effort

PEU3

I find computers easy to use

Computer self-efficacy

Computer self-efficacy1

I could complete a job or task using the computer if …

… I could call someone for help if I got stuck

Computer self-efficacy2

… someone showed how to do it first

Computer self-efficacy3

… I had only the manual for reference

Subjective norm

Subjective norm1

People whose opinions I value will encourage me to use computers

Subjective norm2

People who are important to me will support me to use computers

Facilitating conditions

Facilitating conditions1

When I need help to use the computer, guidance is available to me

Facilitating conditions2

When I need help to use the computer, specialized instruction is available to help me

Facilitating conditions3

When I need help to use the computer, a specific person is available to provide assistance

  1. * Items were adapted from (Compeau and Higgins 1995; Davis 1989).

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Teo, T., Zhou, M. Explaining the intention to use technology among university students: a structural equation modeling approach. J Comput High Educ 26, 124–142 (2014). https://doi.org/10.1007/s12528-014-9080-3

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