Predicting Students’ Behavioral Intention to Use Open Source Software: A Combined View of the Technology Acceptance Model and Self-Determination Theory

Predicting adoption of the assistive technology open platform: extended unified theory of acceptance and use of technology

PURPOSE

The Assistive Technology (AT) Open Platform supports people with disabilities, older people, and developers in co-creating new assistive products outside the business realm. To address dissatisfaction with and non-adoption of commercial assistive products, the National Rehabilitation Centre in South Korea created an AT Open Platform as an open-source AT sharing platform to research and develop appropriate assistive technology suitable for users' needs. The emerging concept of AT Open Platform is new for both assistive product users and developers in South Korea. The Extended Unified Theory of Acceptance and Use of Technology (UTAUT2) was utilised to understand the factors influencing the adoption of the AT Open Platform and to gain further insights on its design and future use.

MATERIALS AND METHODS

Interviews were conducted with six potential AT Open Platform users to develop a questionnaire for predicting behavioural intention. Subsequently, we surveyed 175 potential users to validate the UTAUT2.

RESULTS

The results revealed that behavioural intention was significantly predicted by social influence, performance expectancy, facilitating conditions, and hedonic motivation.

CONCLUSIONS

The AT Open Platform should focus on both online and offline platforms to educate and facilitate the co-creation of ATs for assistive product users and makers. This study, which targeted assistive product users and developers, has significant implications for policymakers and future research in using and adopting the AT Open Platform as it reflects the actual voices of the platform's stakeholders.

Unveiling the silver lining: examining the effects of biogenic silver nanoparticles on the growth dynamics of in vitro olive shoots

The current study aimed to evaluate the effects of biogenic silver nanoparticles (AgNPs) on growth behavior and leaf anatomy of in vitro growing shoots of 'Picual' and 'Dolce' olive cultivars. Biosynthesis of AgNPs was carried out using the cell-free filtrate of Fusarium oxysporum. The dimension and shape of the synthesized AgNPs have been analyzed using spectroscopy and topography analysis tools, confirming that the biosynthesis of AgNPs is a crystalline nanostructure with an average particle size of 37 nm. The shoots of the selected olive cultivars were cultured on Rugini olive medium-supplemented AgNPs at 0, 10, 20, and 30mg L- 1. The effect of genotypes on shoot multiplication was significant, 'Picual' recorded higher values of shoot growth parameters compared with 'Dolce' cultivar. Adding AgNPs to the culture medium significantly affected the growth of in vitro olive shoots. AgNPs at 20 and 30mg L- 1 produced higher values of the number of shoots, shoot length, and leaf number of Picual cv. compared with the control treatments, but the higher AgNPs concentration harmed the growth parameters of Dolce cv. and recorded lower growth values compared with the lower concentration (10mg L- 1). AgNPs had a significant effect on leaf morphology and their anatomical structure. The current results showed that the stimulatory effect of AgNPs on shoot growth of in vitro olive shoots is highly dependent on plant genotype and nanoparticle concentration.

Analyzing Preceding factors affecting behavioral intention on communicational artificial intelligence as an educational tool

During the pandemic, artificial intelligence was employed and utilized by students around the globe. Students' conduct changed in a variety of ways when schooling returned to regular instruction. This study aimed to analyze the student's behavioral intention and actual academic use of communicational AI (CAI) as an educational tool. This study identified the variables by utilizing an integrated framework based on the Unified Theory of Acceptance and Use of Technology (UTAUT2) and self-determination theory. Through the use of an online survey and Structural Equation Modeling, data from 533 respondents were analyzed. The results showed that perceived relatedness has the most significant effect on the behavioral intention of students in using CAI as an educational tool, followed by perceived autonomy. It showed that students use CAI based on the objective and the possibility of increasing their productivity, rather than any other purpose in the education setting. Among the UTAUT2 domains, only facilitating conditions, habit, and performance expectancy provided a significant direct effect on behavioral intention and an indirect effect on actual academic use. Further implications were presented. Moreover, the methodology and framework of this study could be extended and applied to educational technology-related studies. Lastly, the outcome of this study may be considered in analyzing the behavioral intention of the students as the teaching-learning environment is still continuously expanding and developing.

Continuance intention to use mobile learning for second language acquisition based on the technology acceptance model and self-determination theory

Introduction

This study examines the factors that predict Chinese students' continuance intention to use mobile learning for second language acquisition based on the technology acceptance model and self-determination theory.

Method

One hundred seventy undergraduates have participated in the survey and the structural equation modeling is conducted to assess the validity of the integrated model and hypotheses.

Results

The findings show that instructor support can significantly predict autonomy, competence and relatedness. Autonomy and competence are positively related to perceived ease of use and continuance intention to use mobile learning for English acquisition. Relatedness significantly correlates with perceived ease of use but is not directly related to learners' continuance intention. The relationship between perceived ease of use and continuance intention to adopt mobile learning is positive and significant. In addition, the results show that instructor support, autonomy, relatedness, competence and perceived ease of use can predict Chinese students' continuance intention to use m-learning for second language acquisition, with 70.5% of the total variance in continuance intention being explained by these five variables.

Conclusion

These results thus empirically support the integrated model, which can be used as a theoretical framework in future studies on mobile learning in higher education contexts. Moreover, the results of this study have a number of practical implications for universities and instructors.

Motivation to interaction media: The impact of automation trust and self-determination theory on intention to use the new interaction technology in autonomous vehicles

Introduction

This research investigated the effects of three psychological needs (competence, autonomy, and relatedness) of self-determination theory (SDT) and automation trust on the intention of users to employ new interaction technology brought by autonomous vehicles (AVs), especially interaction mode and virtual image.

Method

This study focuses on the discussion from the perspective of psychological motivation theory applied to AV interaction technology. With the use of a structured questionnaire, participants completed self-report measures related to these two interaction technologies; a total of 155 drivers' responses were analyzed.

Result

The results indicated that users' intentions were directly predicted by their perceived competence, autonomy, and relatedness of SDT and automation trust, which jointly explained at least 66% of the variance in behavioral intention. In addition to these results, the contribution of predictive components to behavioral intention is influenced by the type of interaction technology. Relatedness and competence significantly impacted the behavioral intention to use the interaction mode but not the virtual image.

Discussion

These findings are essential in that they support the necessity of distinguishing between types of AV interaction technology when predicting users' intentions to use.

Evaluation of dental and skeletal effects of the asymmetric rapid maxillary expansion appliance: A three-dimensional finite element study

BACKGROUND

Transverse maxillary deficiency is one of the most common skeletal anomalies. The incidence of posterior crossbite caused by maxillary deficiency is between 2.7% and 23.3%. Unilateral posterior crossbite is more common than bilateral crossbite. The most common treatment for skeletal posterior crossbite is rapid maxillary expansion (RME), in which the base of the maxillary bone is expanded by separating the midpalatal suture.

OBJECTIVE

This study compares the biomechanical effects of three different RME appliances, especially the effects on the midline, and evaluates the usability of the modified asymmetric RME (ARME) appliance for treating unilateral crossbites.

METHODS

Three scenarios were created with skull models using three different appliances: (1) conventional-bonded RME appliance; (2) full-cap splint RME appliance, with all teeth covered with acrylic; and (3) ARME, with all teeth on the right side and premolars and molars on the left side covered with acrylic. The finite element method was used to assess stress levels and displacements in all models after applying a 5-mm horizontal displacement to the RME screw.

RESULTS

The lateral transverse movement of the first molars was greater with the conventional RME appliance than with the full-cap splint RME appliance. The lateral transverse movement of the first molar was greater on the left than on the right side with the ARME. The lateral transverse movement of the central incisors was greater with the full-cap splint RME appliance than with the conventional RME appliance. The lateral transverse movement of the central incisor was greater on the right than on the left side with the ARME.

CONCLUSION

Asymmetrical RME appliance increases unilateral expansion compared to other appliances. Therefore, it should be used in cases of unilateral posterior crossbite. This appliance can also successfully treat posterior crossbite with upper midline deviation, since it corrects the shifted midline.

What Influences Farmers' Adoption of Soil Testing and Formulated Fertilization Technology in Black Soil Areas? An Empirical Analysis Based on Logistic-ISM Model

Along with the increasing prominence of environmental risks such as soil surface source pollution and declining quality grade of arable land, the issues of how to address irrational fertilizer application and enhance the safety of agricultural products have attracted widespread attention. In this context, clarifying the main factors affecting farmers' use of soil testing and formulated fertilization technology (STFFT) can further improve the technology adoption rate and fertilizer utilization efficiency, promote standardized agricultural production and maintain the health and stability of soil ecology in black soil areas. This is of great significance to the construction of green agriculture, national dietary health and national food security. This study builds an "external environmental stimuli-perceived characteristics-adoption behavior" theoretical framework to investigate the decision-making and the dynamic influence mechanisms of farmers' adoption behavior of STFFT. Based on farmer survey data, the logistic-ISM model has been applied. The main findings are as follows. First, five types of influencing factors, namely individual characteristics, family characteristics, business characteristics, cognitive characteristics and external environmental characteristics, had significant "push" effects on farmers' STFFT adoption behavior. Among them, planting scale and technical training are the key factors influencing farmers' adoption of scientific fertilizer application technology. Second, both farmers' perceived ease of use and perceived usefulness play a significant role in farmers' decision-making process, and the easier farmers perceive STFFT to be to master and the greater the benefits it brings, the more pronounced the tendency to adopt the technology, all other influencing conditions being equal. Third, the main influencing factors of farmers' STFFT adoption behavior are intrinsically related and divided into four categories based on the magnitude of influence: deep-rooted, medium indirect, shallow indirect and superficial direct. In order to reduce further degradation of black soil caused by farmers' irrational production habits and to improve resource utilization efficiency, this study recommends the government to further regulate the land transfer market, strengthen the propagation of soil-conservation-type technologies in black soil areas, expand the breadth of agricultural technology training and enhance farmers' understanding and trust in STFFT. Thus, the maintenance of soil ecosystem in black soil areas, effective guarantee of food security and sustainable development of agriculture can be achieved.

Determinants of Telehealth Continuance Intention: A Multi-Perspective Framework

Owing to the COVID-19 pandemic, many countries' physicians in the world have used telehealth to visit patients via telehealth. The study aimed to integrate the theory of planned behavior (TPB), the technology acceptance model (TAM), and self-determination theory (SDT) to explore the adoption behavior of a telehealth system. A convenient sample of residents was drawn from the population of Nantou County in Taiwan and analyzed via structural equation modeling. The findings revealed that attitude, perceived behavioral control, perceived usefulness, and perceived autonomy support jointly have significantly positive effects on continuance intention. Results also confirmed that perceived autonomy support, perceived ease of use, and perceived usefulness jointly have significantly positive effects on attitude. Furthermore, this study also showed that a crucial mediators' role is played by perceived ease of use, perceived usefulness, and attitude. The conclusions and practical implications of the research will hopefully provide health organizations and institutions with some innovative insights and foresights, which in turn will promote better practices and services of telehealth technology.

Drivers of technology adoption during the COVID-19 pandemic: The motivational role of psychological needs and emotions for pre-service teachers

The vital role of motivation becomes even more evident when considering the digital transformation of learning and teaching environments, especially with the effect of the pandemic. Basic psychological needs and emotions, which have not been comprehensively examined together despite their important roles in motivating, draw attention. Accordingly, this study aims to reveal the psychological, emotional, and individual variables that influence the pre-service teachers' intention to use technology, and to evaluate and validate the predictive power of a proposed model. The technology acceptance model formed the basis of the proposed model, and the model was extended with the self-determination theory (competence, autonomy, relatedness) and a framework of emotions (enjoyment, playfulness, anxiety, frustration). Data were collected online from 591 pre-service teachers studying in 10 different departments of a state university. In data analysis PLS-SEM, PLSpredict and multi-group analysis were performed. The results revealed that the model explains 79.8% of the intention and that the predictive power of the model is high. The relationship between competence and perceived ease of use represents the strongest relationship in the model, and the most influential construct on intention is enjoyment. These findings suggest that both intrinsic and extrinsic motivation play a major role in technology acceptance, especially during the pandemic. In addition, innovativeness, which is related to technology use and motivation, had various moderator effects on the relationships. Findings indicate that the model, which offers a motivational approach based on basic psychological needs and emotions, provides rare information and has high relevance for the field.

Implant Surfaces Containing Bioglasses and Ciprofloxacin as Platforms for Bone Repair and Improved Resistance to Microbial Colonization

Coatings are an attractive and challenging selection for improving the bioperformance of metallic devices. Composite materials based on bioglass/antibiotic/polymer are herein proposed as multifunctional thin films for hard tissue implants. We deposited a thin layer of the polymeric material by matrix-assisted pulsed laser evaporation—MAPLE onto Ti substrates. A second layer consisting of bioglass + antibiotic was applied by MAPLE onto the initial thin film. The antimicrobial activity of MAPLE-deposited thin films was evaluated on Staphylococcus aureus, Enterococcus faecalis, Escherichia coli, and Pseudomonas aeruginosa standard strains. The biocompatibility of obtained thin films was assessed on mouse osteoblast-like cells. The results of our study revealed that the laser-deposited coatings are biocompatible and resistant to microbial colonization and biofilm formation. Accordingly, they can be considered viable candidates for biomedical devices and contact surfaces that would otherwise be amenable to contact transmission.

Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model

This study proposes a unified theoretical model to integrate the full spectrum of Self-Determination Theory, self-efficacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theoretical model, 7 hypotheses were tested to understand the acceptance of technology enhanced learning. A total of 303 university students participated in this study. The Heterotrait-Monotrait (HTMT) ratio of correlation was applied to measure Discriminant Validity for the Covariance-Based Structural Equation Model. Based on the results, the unified theoretical model provided better insight to understanding acceptance of technology enhanced learning (R2 = .71). Intrinsic motivation (IM), amotivation, motivation, and technology enhanced self-efficacy (TELSE) were identified as significant determinants of students' perceived ease of use (PEU). Amotivation, motivation and TELSE were significant determinants of students' perceived usefulness (PU) towards technology enhanced learning. During the Covid-19 pandemic, students had internalised external regulation and identified regulation. The empirical results also revealed that the relationship between amotivation and PEU were moderated by gender. Gender also played a role in moderating the effects of amotivation and motivation relationships towards PU. However, the relationships between IM and motivation toward PEU and TELSE to PU were vulnerable towards the moderating effects of gender and students' field of study. In conclusion, students' view on technology acceptance have changed since the pandemic, therefore, their participation in design, development, and implementation of learning resources is much needed than before to improve their psychological motivation.

Applying Technology Acceptance Model in Online Entrepreneurship Education for New Entrepreneurs

The present study aims to enrich the research on online entrepreneurship education, improve the level and ability of entrepreneurship services in China, and improve the overall success rate of entrepreneurship. Based on the technology acceptance model (TAM) proposed by researcher Davis, the study explores the application of TAM in online entrepreneurship education for new entrepreneurs. First, new entrepreneurs who are users of the online entrepreneurship education platform are selected as research objects, and then the influence of the four factors are studied, including perceived ease of use, perceived usefulness, classroom self-efficacy, and perceived external control. Finally, the hypothesis proposed is tested. Results show that online entrepreneurship education influences the perceived ease of use of the user and perceived credibility: the quality of the online entrepreneurship education has a positive impact on the user's perceived usefulness, interactivity has a positive influence on perceived ease of use and perceived usefulness, and interactivity positively influences the perceived ease of use of the user and perceived credibility. Perceived usefulness, perceived ease of use, and perceived credibility have a positive impact on the behavioral intention of the users. The proposed TAM provides some technical and theoretical support for the application of TAM in online entrepreneurship education for new entrepreneurs.

Students' acceptance to distance learning during Covid-19: the role of geographical areas among Indonesian sports science students

This study was conducted to investigate the perspectives of sports science students on factors affecting distance learning in the setting of Indonesian higher education institutions (HEIs). This study proposed an extended technology acceptance model (TAM) with eight variables; experience, enjoyment, self-efficacy, perceived ease of use, perceived usefulness, attitude, intention to use, and actual use. An online survey was used to collect data from 1291 respondents. The structural model was examined through the partial least square structural equation modeling (PLS-SEM). The multi-group analysis (MGA) was conducted to understand the role of geographical areas in moderating all hypothetical relationships. The findings show that the respondents were not excited about online learning due to weak means (below 3) for most items of five variables; enjoyment, perceived ease of use, perceived usefulness, attitude, and intention to use. All relationships were supported except the relationship between experience and perceived usefulness. The strongest significant relationship emerged between intention to use and actual use. Meanwhile, the least significant relationship was found between self-efficacy and perceived usefulness. Three out of 12 hypotheses were confirmed regarding the differences of geographical areas (rural and urban) regarding all relationship paths. The findings add to a deeper understanding of the acceptability of distance learning during pandemics like COVID-19.

Technology Acceptance of an Interactive Augmented Reality App on Resistive Circuits for Engineering Students

In this study, we aim to establish the factors that explain the technology acceptance of augmented reality (AR) in students’ engineering education. Technology acceptance of AR apps has been insufficiently investigated. We conceive a theoretical model to explain technology acceptance by relating behavioral intention to use with the variables subjective norm, technology optimism, technology innovativeness, perceived ease of use, perceived usefulness, and attitude toward using. An interactive AR app on electrical circuits was designed to assist students to overcome their difficulties in understanding how electricity works. A theoretical model was hypothesized and tested using structural equation modeling. The study was conducted using a sample of 190 engineering students. The results demonstrate the positive effect of technology optimism and technology innovativeness on perceived usefulness and attitude toward using, respectively. Furthermore, they suggest that attitude toward using is influenced by perceived usefulness but not directly by perceived ease of use. This could mean that students would be willing to use this app if they find it useful and not just easy to use. Finally, the results illustrate that attitude toward using firmly explains behavioral intention to use, which is consistent with the findings in previous studies. These results could guide how academics and higher education centers should approach the incorporation of these technologies in classrooms.

Comparison of students' use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey

Due to the COVID-19 pandemic, and pursuant to the governments' order of citizens remaining at home, several countries were required to transition from face-to-face instruction to an online model to provide higher education to their students. While factors affecting the use of online learning are diverse and have been studied by models of use and acceptance of technology, this cross-sectional study explores the factors unique to the current emergency situation that influence students' use and acceptance of emergency online learning. Moreover, it proposes a model to predict a student's cognitive engagement in Mexico, Peru, Turkey, and the USA. This is a quantitative study with an exploratory and descriptive scope and cross-sectional design. Data was collected from 1009 students from the four countries, who completed surveys anonymously. The factors analyzed were attitude, affect, and motivation, perceived behavioral control (ease of use, self-efficacy, and accessibility), and cognitive engagement. The data was analyzed using descriptive, correlation, and regression analysis. The predictive model shows that students' attitude toward online learning impacts their cognitive engagement in Mexico, Peru, and the USA. Furthermore, self-efficacy is a significant moderator for cognitive engagement in all four countries. The model also shows that each country has different determinants for cognitive engagement. Understanding the factors that affect the use of emergency online learning is essential for the success and/or achievement of its maximum benefits in situations like a global pandemic. Limitations of this study have been identified as use of convenience sampling, and an inability to explore factors related to instruction and system attributes. Professors who did not teach online learning lacked knowledge about online educational strategies and used the technological resources that were immediately available to them. Therefore, research that explores the use of instructional strategies and the use of technological systems during emergency online learning is necessary. This study includes suggestions to incorporate open educational resources that use microlearning and emphasizes the importance of student self-efficacy; because it was predictor of cognitive engagement in all four countries. Faculty and higher education institutions can and should develop strategies to increase students' sense of self-efficacy.