Dissertation
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Source: Field Data (2023) With a mean score of 2.78, Table 4.19 reveals that lecturers considered training with disruptive technologies such as artificial intelligence, robotics, and virtual reality to be relatively simple. With a mean score of 2.71, they also indicated that it is not simple to access these technologies for effective engineering training. With a mean score of 2.65, lecturers rated the interaction with digital technology, including artificial intelligence, virtual reality, and robotics, as plain and understandable. While lecturers find disruptive technologies to be comparatively user-friendly, there may be difficulties in gaining access to and implementing them in engineering education. Najib & Fahma, (2020) found that the perceived simplicity of use of a technology is a significant factor in its adoption and utilisation. Therefore, the findings of this study emphasise the significance of confronting the challenges of accessing and effectively implementing disruptive technologies in engineering education. This may necessitate investments in digital infrastructure and training programmes for instructors and students to improve their skill with these technologies. In addition, efforts should be made to improve the usability and accessibility of disruptive technologies in order to facilitate their adoption and use in engineering education. According to Table 4.17, lecturers at Ghanaian technical institutions found the use of digital tools such as artificial intelligence, virtual reality, and robotics for teaching and learning to be straightforward and simple to comprehend. In addition, they found these digital instruments to be somewhat adaptable for training purposes. Participants found CAD/CAM technology to be relatively user-friendly, but they believed that extensive training is necessary for effective use. These results indicate that lecturers at Ghanaian technical universities have a positive attitude towards digital technology, but there is a need for continuous investment in training and development programmes to improve their proficiency in using digital technologies. These findings are consistent with prior research (e.g., Salajan, 2019; Wu et al., 2019) that emphasises the significance of training and development programmes to increase the adoption and utilisation of digital technology in education. The results underscore the need for universities and other educational institutions to invest in digital infrastructure and training programmes to ensure that professors and students are proficient with digital technologies. With a composite mean of 2.84, it is concluded that study participants have a moderate perception of the convenience of use of technology. Respondents viewed digital tools such as artificial intelligence, machine learning, virtual reality, and robotics as plain and comprehensible for teaching and learning, but as less accessible for effective engineering education. Participants also believed that a substantial amount of training is necessary to utilise these technologies effectively. These results demonstrate the significance of providing adequate training to facilitate the utilisation of technology in engineering education. The participants' perception of the technology's usability as moderately positive suggests that there is space for improvement in the integration and application of disruptive technologies in engineering education. Further research can investigate the factors that influence the usability of technology in engineering education and identify strategies for enhancing its integration and use. Table 4.20 Results on user acceptance (UA)
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