Dissertation
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- Lecturers perceived acceptance and usage of disruptive technologies for mechanical engineering training
| Paths
|
β |
SE |
t-statistics |
p-values | |
|
f2 | |||||
|
PEU => DTA |
0.303 |
0.142 |
2.128 |
0.033** |
0.103 |
|
QAP => DTA |
0.448 |
0.081 |
5.552 |
0.000*** |
0.447 |
|
UA => DTA |
0.284 |
0.143 |
1.991 |
0.047** |
0.090 |
Note: *p<0.10; **p<0.05; ***p<0.001
Figure 4.14 Structural model predicting lecturers’ digital technology acceptance
Table 4.28 and Figure 4.9 present the effects of user acceptance (UA), quality assurance practices (QAP), and perceived ease of use (PEU) on digital technology acceptance (DTA).
Lecturers' perceived acceptance and usage of disruptive technologies for mechanical engineering training
Perceived ease of use and digital technology acceptance
In the discussion of the results, it becomes clear that there is a significant and positive relationship between perceived ease of use (PEU) and digital technology acceptance (DTA) (β = 0.303; SE = 0.142; t = 2.128; p = 0.033; f2 = 0.12). This suggests that as consumers perceive technology to become more user- friendly, their acceptance of digital technology will increase. This finding supports the research question by demonstrating the significance of user-friendly technology
in enhancing the adoption of digital technology in the context of mechanical engineering education in Ghanaian technical universities.
According to previous research, perceived simplicity of use is a crucial factor in determining technology acceptance (Estriegana et al., 2019; Sohn & Kwon, 2020). This study contributes to a broader understanding of the factors that influence the adoption of digital technologies in educational settings by establishing a connection between the findings and the relevant literature. Despite the significance of the relationship between PEU and DTA, it is essential to account for research limitations. The specific emphasis on mechanical engineering education in Ghanaian technical universities is one of the study's limitations, which may limit the applicability of the findings to other disciplines or countries. Moreover, relying on self-reported data from students may introduce fallacies, such as social desirability bias.
Comparing the results to previous research, they are consistent with numerous studies that have emphasized the significance of perceived simplicity of use in technology acceptance (e.g., (Z. Hu et al., 2019; Sagnier et al., 2020) Similarities in the findings strengthen the validity of the findings, while differences may be attributed to context-specific factors unique to the Ghanaian technical university setting. The hypothesis proposing a significant positive relationship between perceived ease of use and acceptance of digital technology is adopted. However, it is essential to recognize the limitations of the research and consider them when interpreting the findings and their implications.
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