Dissertation
User acceptance and digital technology acceptance
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User acceptance and digital technology acceptanceLastly, it was shown that the relationship between user acceptance (UA) and digital technology acceptance (DTA) is statistically significant and positive (β = 0.284; SE = 0.143; t = 1.991; p = 0.047; f2 = 0.10). Higher user acceptability is associated with greater digital technology acceptance in mechanical engineering education in Ghanaian technical universities. This result contributes to answering the research question by demonstrating the significance of fostering user acceptance to promote the integration of digital technologies into educational settings. Prior research (e.g., Lacka et al., 2021; Scherer et al., 2019) has highlighted the critical role of user acceptability in determining the successful adoption of digital technologies in a variety of contexts, including education (e.g., Y. Li et al., 2020). By relating these findings to previous research, this study contributes to a broader understanding of the factors that influence the adoption of digital technologies in educational settings. Limitations of the study include its narrow focus on mechanical engineering education in Ghanaian technical institutions, which may restrict the applicability of the findings to other disciplines or nations. Furthermore, relying on self-reported data from students may introduce biases, such as social desirability bias. Comparing the results to previous research, the correlation between user acceptance and technology acceptance is consistent with prior findings (Love & Matthews, 2019; T. Zheng et al., 2020). Similarities in the findings strengthen the validity of the findings, while any differences may be attributable to contextual factors unique to the university setting in Ghana. It is acknowledged that there is a significant positive correlation between user acceptance and digital technology acceptance. It is essential to recognise the research limitations and take them into account when interpreting the findings and their policy and practise implications. User acceptance as a critical factor in digital technology adoption can inform strategies to close the digital skills gap in engineering education. In conclusion, the findings presented in Table 4.24 and Figure 4.3 demonstrate that perceived simplicity of use, quality assurance practises, and user acceptance all influence digital technology acceptance significantly and positively. Among these factors, quality assurance practises have the greatest impact on the adoption of digital technologies by lecturers. These results highlight the significance of developing user-friendly technology, instituting effective quality assurance practises, and fostering user acceptance in order to increase the adoption of digital technology by lecturers. This information can serve as valuable guidance for technology developers and policymakers when designing strategies and interventions to promote digital technology acceptance among users, such as lecturers, thereby contributing to the closing of the digital skills divide in engineering education. Download 2.1 Mb. Share with your friends:
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