Students and Teachers' Intention to Use Technology: Assessing Their Measurement Equivalence and Structural Invariance

Timothy P. Teo

128 citations0/0 files storedJournal of Educational Computing Research

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Technology Adoption and User Behaviour Education and Technology Integration Gender and Technology in Education

Abstract

This study proposed a model to explain the students' and teachers' intention to use (ITU) technology. A sample of 1,095 participants (503 students and 592 teachers) responded to a 15-item, 7-point scale designed to measure six variables: perceived usefulness (PU), perceived ease of use, attitude toward use (ATU), facilitating conditions, computer self-efficacy (CSE), and ITU technology. Results of this study showed that the six variables were valid in explaining the ITU technology for both student and teacher groups. Hypothesis tests revealed that eight of nine hypotheses were supported. Multigroup confirmatory factor analysis found support for full configural and metric invariance, and partial scalar invariance in the data. Finally, the results revealed that only two paths, PU → ATU and CSE → ATU were structurally invariant in the research model. Implications of this study are discussed and future research possibilities proposed.

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References

1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error 1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 1991The theory of planned behavior 1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 2003User Acceptance of Information Technology: Toward A Unified View1 1977Self-efficacy: Toward a unifying theory of behavioral change.2012Principles and Practice of Structural Equation Modeling 1975Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research

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