When technology acceptance models won't work: Non-significant intention-behavior effects

  • Nistor N
  • 49

    Readers

    Mendeley users who have this article in their library.
  • 6

    Citations

    Citations of this article.

Abstract

This editorial discusses, the articles which were featured in the current issue of Computers in Human Behavior. This issue of the journal brings together six educational technology acceptance studies with non-significant intention behavior effects. The first article examines the educational technology acceptance while considering two components of the system’s perceived usefulness, one related to efficiency and performance, the other to flexibility. Next article propose a more differentiated examination of educational technology acceptance. Third article attempts to extend the Task-Technology Fit to a Social-Technology model. Another article proposes a learning scripts approach and employ mixed methods to analyze educational technology acceptance in the context of a virtual community of practice. A study examines two different factors influencing educational technology use: generic technology acceptance and a virtual academic community of practice. The final article takes a significantly broader perspective on technology acceptance and use. (PsycINFO Database Record (c) 2014 APA, all rights reserved)

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Get full text

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free