Internal technology barriers, learning approaches, and technology adoption

Abstract

This study uses structural regression analysis to test an integrated model that reveals the relationship between internal technology barriers, learning approaches, and technology adoption in educational contexts. The findings show that the direct effect of internal technology barriers on acceptance is significant. In addition to this, deep and surface learning approaches influence perceived internal technology barriers and acceptance, while learning approaches and internal technology barriers have a considerably large effect on acceptance. Based on the findings, both deep and surface learning approaches, together with the technology internal barriers, have a direct and significant effect on acceptance, suggesting that compared to surface learners, deep learners have more influential internal technology barriers in terms of technology acceptance.

Keywords:

• integrative model
• internal technology barriers
• learning approaches
• technology acceptance
• unified theory of acceptance and use of technology-2 (UTAUT-2)

Acknowledgments

The authors thank the editor and anonymous reviewers for their outstanding feedback on the previous versions of the manuscript. This study represents part of research conducted by the Social Media and Digital Security Education, Application and Research Center at Anadolu University.

Disclosure statement

No potential conflict of interest was declared by the author(s).

Additional information

Notes on contributors

Muhammet Recep Okur

Muhammet Recep Okur is an associate professor at Anadolu University whose research is mostly in the technology adoption, online learning, distance education technologies, distance education design and management.

Nazire Burçin Hamutoğlu

Nazire Burçin Hamutoğlu is an associate professor in computer education and instructional technologies. She is working at Eskisehir Technical University as an instructor.