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

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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)

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