An Analytic Review on the Factors that Affect Technology Acceptance Model (TAM) in Iranian Universities

Authors

1 Educational Technology Department, Faculty of Psychology and Education, Kharazmi University, Tehran, IR Iran

2 Assistant Professor, Department of Educational Technology, Faculty of Psychology and Education, Kharazmi University, Tehran, IR Iran

Abstract

Background The present study aimed at investigating the factors that may influence users’ perspectives in technology acceptance in universities of Iran. An extended model of the technology acceptance model (TAM), with emphasis on the impact of internal factors on technology acceptance concerning university teachers’ points of views in Iran was considered in this research. Methods We conducted a surveyed research on teaches’ points of view on acceptance technology based on TAM at Mashhad university. In this study, the sample was selected using random stratified sampling method from among 5 faculties of the governmental university in Mashhad in 2015. Approximately 150 teachers answered the researcher-made Likert-type questionnaire. The questionnaire validity and reliability were estimated in advance. Data were analyzed by the SPSS software (version 20); Chi-Square and Pearson correlation coefficients formula were also used. Results The results revealed a relationship between technology acceptance and the survived factors including behavioral intention, perceived ease of use, content quality, system accessibility, subjective norm, and e- learning self-efficacy, which were orderly estimated by 0.323, 0.656, 0.494, 0.258, and 0.624, respectively (P < 0.01). Conclusions An improvement in the approach to technology acceptance in universities necessitates the modification and reinforcement of the structures and substructures of the equipment concerned with technology.

Keywords

Files

Share

How to cite

Statistics