Exploring the drivers of technology acceptance: a study of Nepali school students

Abstract

The question of what drives learners to adopt and use certain technologies over others, generally referred to as technology acceptance in the literature, is of interest to educational technology researchers, to policymakers, and developers in educational institutions. Technology acceptance models can inform adoption and implementation decisions. Despite the growing literature on technology acceptance, there is less evidence from countries with the lowest economic development indicators such as Nepal. The present study investigates the factors motivating technology use in the Nepali context. The study is grounded in an extended technology acceptance model (TAM) applied to using the internet for learning (not limited to online learning environments). The data were collected from 126 school students in Nepal (M_age = 15.19). We found empirical support for our proposed research model. There were strong relationships between computer self-efficacy and perceived enjoyment, and perceived enjoyment and behavioral intention. We found no influence of perceived usefulness or attitude on behavioral intention, contrary to theorized relationships and the empirical literature. Our findings show that the extended TAM translates to understudied populations such as Nepali secondary school students and suggests that it is sensitive to local situational differences that influence technology acceptance behaviors.

Appendix A

Perceived usefulness

Using Internet would enable me to accomplish my homework more quickly

Using Internet will improve my performance

Using Internet will increase my productivity

Using Internet will enhance my effectiveness

Internet is useful to my learning

Compared to previous practices, using Internet improves the quality of my learning

Compared to previous practices, using Internet enhances my effectiveness in doing my homework

Compared to previous practices, using Internet increases my productivity

Perceived ease of use

I can use Internet to learn easily

I can learn to use new Internet easily

Learning to use Internet is easy for me

I find it easy to use Internet to do what I want

My interaction with Internet does not require much effort

It is easy for me to become skillful at using Internet

I find Internet easy to use

Compared to previous practices, using Internet makes it easier for me to do my homework

Computer self-efficacy

I can use Internet even if there is no one to teach me

I can use Internet with minimal help

I can figure out (learn) how to use Internet on my own

Technology complexity

Using Internet takes up too much of my time

Learning with Internet is so complicated that it is difficult to understand what is going on

It takes too long to learn how to use Internet such that it is not worth the effort

Using Internet is a complex activity

Subjective norm

People who influence my behavior think that I should learn with Internet

People who are important to me think that I should learn with Internet

The people whose views I respect support learning with Internet

Perception of external control

I have control over my use of Internet

I have the knowledge necessary to use Internet

Given the resources, opportunities and knowledge, it is easy for me to use Internet

Using Internet is compatible with the values I hold about my learning process

Facilitating conditions

When I encounter difficulties in using Internet, guidance is available to me inselecting a website to use

When I encounter difficulties in using Internet, specialized instruction concerning Internet is available to me

When I encounter difficulties in using Internet, a specific person is available to provide assistance

When I encounter difficulties in using Internet, I know where to seek assistance

When I encounter difficulties in using Internet, I am given timely assistance

Job relevance

Using Internet matches the way I learn

Using Internet is consistent with my beliefs about learning

Using Internet does not significantly change my existing learning routine

Attitude

Once I start using Internet, I find it hard to stop

I look forward to those aspects of learning that require the use of Internet

I like learning with Internet

I have positive feelings towards the use of Internet

I think it is a good idea to use Internet

Perceived enjoyment

Using Internet makes learning more interesting

Using Internet for learning is fun

I have fun using Internet

Using Internet is pleasant

I find using Internet to be enjoyable

I find learning with Internet to be enjoyable

The actual process of learning with Internet is pleasant

I have fun learning with Internet

Triability

If I heard about a new technology, I would look for ways to experiment with it

Among my peers, I am usually the first to try out new technology

I like to experiment with new technology

School influence

The school is committed to a vision of using Internet in learning

The school is committed to supporting my efforts in using Internet for learning

The school strongly encourages the use of Internet for learning

The school will recognize my efforts in using Internet for learning

The use of Internet for learning is important to the school

Teacher influence

My class teacher thinks that using Internet is valuable for learning

My class teacher’s opinions are important to me

If my class teacher has started to use Internet support his/her teaching, I would be encouraged to use Internet to learn

The teachers in my school support the learning with Internet

Peer influence

My classmates think that using Internet is valuable for learning

My classmate’s opinions are important to me

If most of my classmates have started to use Internet to support their learning, this fact would press me to do the same

Behavorial intention

I intend to learn using the Internet in the future

I expect that I would learn with the Internet in the future

I expect that I would learn with the Internet in the future

I plan to learn with the Internet in the future