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Understanding public perception of technology is crucial to aligning research, development, and governance of technology. This article introduces micro scenarios as an integrative method to evaluate mental models and social acceptance across numerous technologies and concepts using a few single-item scales within a single comprehensive survey. This approach contrasts with traditional methods that focus on detailed assessments of as few as one scenario. The data can be interpreted in two ways: Perspective (1): Average evaluations of each participant can be seen as individual differences, providing reflexive measurements across technologies or topics. This helps in understanding how perceptions of technology relate to other personality factors. Perspective (2): Average evaluations of each technology or topic can be interpreted as technology attributions. This makes it possible to position technologies on visuo-spatial maps to simplify identification of critical issues, conduct comparative rankings based on selected criteria, and to analyze the interplay between different attributions. This dual approach enables the modeling of acceptance-relevant factors that shape public opinion. It offers a framework for researchers, technology developers, and policymakers to identify pivotal factors for acceptance at both the individual and technology levels. I illustrate this methodology with examples from my research, provide practical guidelines, and include R code to enable others to conduct similar studies. This paper aims to bridge the gap between technological advancement and societal perception, offering a tool for more informed decision-making in technology development and policy-making.

Abstract Within a year of its launch, ChatGPT has seen a surge in popularity. While many are drawn to its effectiveness and user-friendly interface, ChatGPT also introduces moral concerns, such as the temptation to present generated text as one’s own. This led us to theorize that personality traits such as Machiavellianism and sensation-seeking may be predictive of ChatGPT usage. We launched two online questionnaires with 2000 respondents each, in September 2023 and March 2024, respectively. In Questionnaire 1, 22% of respondents were students, and 54% were full-time employees; 32% indicated they used ChatGPT at least weekly. Analysis of our ChatGPT Acceptance Scale revealed two factors, Effectiveness and Concerns, which correlated positively and negatively, respectively, with ChatGPT use frequency. A specific aspect of Machiavellianism (manipulation tactics) was found to predict ChatGPT usage. Questionnaire 2 was a replication of Questionnaire 1, with 21% students and 54% full-time employees, of which 43% indicated using ChatGPT weekly. In Questionnaire 2, more extensive personality scales were used. We found a moderate correlation between Machiavellianism and ChatGPT usage (r = 0.22) and with an opportunistic attitude towards undisclosed use (r = 0.30), relationships that largely remained intact after controlling for gender, age, education level, and the respondents’ country. We conclude that covert use of ChatGPT is associated with darker personality traits, something that requires further attention.

This study examines students’ acceptance and use of ChatGPT in Saudi Arabian (SA) higher education, where there is growing interest in the use of this tool since its inauguration in 2022. Quantitative research data, through a self-reporting survey drawing on the “Unified Theory of Acceptance and Use of Technology” (UTAUT2), were collected from 520 students in one of the public universities in SA at the start of the first semester of the study year 2023–2024. The findings of structural equation modeling partially supported the UTAUT and previous research in relation to the significant direct effect of performance expectancy (PE), social influence (SI), and effort expectancy (EE) on behavioral intention (BI) on the use of ChatGPT and the significant direct effect of PE, SI, and BI on actual use of ChatGPT. Nonetheless, the results did not support earlier research in relation to the direct relationship between facilitating conditions (FCs) and both BI and actual use of ChatGPT, which was found to be negative in the first relationship and insignificant in the second one. These findings were because of the absence of resources, support, and aid from external sources in relation to the use of ChatGPT. The results showed partial mediation of BI in the link between PE, SI, and FC and actual use of ChatGPT in education and a full mediation in the link of BI between EE and actual use of ChatGPT in education. The findings provide numerous implications for scholars and higher education institutions in SA, which are also of interest to other institutions in similar contexts.

Purpose:: This study aims to understand factors influencing consumer acceptance of artificial intelligence (AI) voice assistants used in customer support within telecom companies in Jordan. Methodology:: A survey was conducted involving 248 individuals who have experience with telecom support services. To evaluate consumer acceptance, the study incorporates the Unified Theory of Acceptance and Use of Technology (UTAUT) framework and extends it with attributes specific to AI, such as Perceived Reliability, Voice Quality, and Quality of Information. Advanced statistical methods, including structural equation modeling with SPSS AMOS 28 and SmartPLS, were utilized to analyze the collected data. Findings:: The results revealed that Perceived Reliability and Quality of Information were significant predictors of AI voice assistant adoption in the telecom sector, while traditional factors such as Perceived Usefulness and Trust showed no significant impact. These findings suggest that performance-related elements play a more crucial role in user acceptance of AI in this context compared to earlier technological acceptance models. Implications:: The study offers an expansion to traditional technology acceptance models by highlighting the importance of AI-specific attributes over conventional factors like Perceived Usefulness and Trust. For telecom operators in developing markets, this research provides guidance on enhancing customer engagement with AI voice assistants. It suggests focusing on improving the reliability and quality of information provided by AI systems to boost user acceptance. Originality/value:: The study provides valuable insights into the changing dynamics of consumer acceptance of AI in customer support, emphasizing a shift toward performance-based criteria. Telecom companies in Jordan can use these findings to inform their AI adoption strategies and enhance customer satisfaction.

For years, chord-enabled keyboards’ usage has stayed behind its famous counterpart, the standard QWERTY design. Recent trends in this type of keyboard prompted its usage among social media platforms focusing on productivity and efficiency. However, few studies have evaluated its acceptance and consumer usage behavior – especially in the current generation. To fill this gap, this study aimed to examine the factors that affect the acceptance and adoption of chord-enabled keyboards through Random Forest Classifier and Neural Network ensemble. Nine thousand nine hundred (9,900) data points were considered through the convenience sampling method utilizing online platforms. The results displayed that all the examined latent variables were deemed significant: Performance Expectancy, Effort Expectancy, Social Influence, Hedonic Motivation, Facilitating Conditions, Price Value, Habit, Intention to Use, Usage Behavior, and Perceived Usability. Among all these, usage behavior was identified as the most influential variable affecting the acceptance of chord-enabled keyboards. Users are more likely to utilize chord-enabled keyboards due to their perception of increasing productivity in accomplishing their tasks quickly, efficiently, and comfortably in the face of multiple typing tasks. Moreover, the variables of Effort Expectancy and Facilitating Conditions were also considered significant but less influential among all latent variables – due to difficulty on adoption. The results shed light on the factors influencing chord-enabled keyboard acceptance. With this, keyboard manufacturers can utilize the results to improve the acceptance and adoption of chord-enabled keyboards to improve individuals' typing efficiency and productivity, which can be extended for promotion in different countries.

The article discusses the importance of understanding educators' perspectives and intentions when it comes to the use of artificial intelligence (AI) in education. It highlights that while much research has focused on the technological aspects of AI in education, the success of its implementation depends on social, psychological, and cultural factors. The article emphasizes the need for more research from a psychological perspective to understand how educators perceive, trust, and use AI in teaching practice. It also discusses the role of factors such as algorithm aversion, technology acceptance, academic resistance, trust, beneficiary framing, algorithm transparency, and literacy in shaping educators' attitudes and actions towards AI systems. The article concludes by emphasizing the importance of designing AI systems that are understandable and trustworthy to educators, and suggests that future research should focus on building a systematic understanding of how technology, educator characteristics, and context shape educators' beliefs and attitudes towards AI in education. [Extracted from the article]

Mobile gacha games, featuring chance-based virtual item collections and lottery-like mechanics, have become immensely popular among global youth. Therefore, many game developers are developing new gacha games or implementing gacha mechanics into existing games to capture this trend. To fill the existing research gap, this article proposes an extended model for video game acceptance derived from the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) combined with structural video game characteristics (SVGC) and psychological factors like perceived enjoyment and trust. It addresses the crucial factors driving players' intention to continue playing gacha games and fills the gap in developer-centric research. Leveraging the PLS-SEM algorithm, IPMA analysis, and the data from active Indonesian gamers (N = 300), this study highlights the substantial impact of SVGC features (presentation, reward, control/manipulation) on gacha gamers' perceived enjoyment. Moreover, hedonic motivation, habit, and trust in game developers emerge as key antecedents of continuance gaming intention. These findings refine our understanding of gacha game acceptance and have potential avenues for broader gaming research. It presents valuable insights for scholars and game developers to enhance the gaming experience by incorporating relevant structural characteristics and fostering important psychological factors that drive continuance gaming intention.

Recent evidence suggests that as a form of non-verbal communication, emojis play critical communicative functions. As such, emojis can help users of all ages meet their social and emotional needs when interacting online. The present study advances our understanding of the factors that influence use of emojis across the adult lifespan. We investigated how age influences several facets of emoji use (frequency of use, diversity of use, ease of interpretation, and interpretation accuracy). We also explored putative mediators of the relationship between age and emoji use by drawing from the literature on technology acceptance. 240 adults, 18–80 years of age, participated in the study. Older users were less likely to use emojis, less likely to use a diversity of emojis, and found emojis less easy to use. Age predicted reduced accuracy of interpretation for only two of the eight emojis tested. Perceived ease of use, Technology self-efficacy, and Expertise with social exchange platforms mediated age-related effects. We conclude that older users have the motivation and ability to utilize emojis but lack the confidence to adopt this new mode of communication. Developers should consider making unambiguous emojis more accessible to facilitate intergenerational interactions on online platforms.

Research on elders’ acceptance of virtual technologies is much needed. Here we studied the user experience of elders (N = 10, mean age = 88.2 years) during virtual biking, an exergame where participants pedal on a cycle ergometer and wear a Head-Mounted Display that provides them an immersive experience of a bike ride. We tested the effects of augmented gaze on user experience. Augmented gaze is a condition in which horizontal head turns yield amplified visual shifts, which is assumed to facilitate visual exploration. User experience was measured by asking participants to rate satisfaction, motivation, sense of presence and sense of safety. We found a very good acceptance of virtual biking and no signs of negative effects of augmented gaze. These preliminary observations suggest that augmented gaze may be a viable optimization of elders’ experience with certain virtual reality applications.

This study is centered on investigating the acceptance and utilization of AI Chatbot technology among graduate students in China and its implications for higher education. Employing a fusion of the UTAUT (Unified Theory of Acceptance and Use of Technology) model and the ECM (Expectation-Confirmation Model), the research seeks to pinpoint the pivotal factors influencing students’ attitudes, satisfaction, and behavioral intentions regarding AI Chatbots. The study constructs a model comprising seven substantial predictors aimed at precisely foreseeing users’ intentions and behavior with AI Chatbots. Collected from 373 students enrolled in various universities across China, the self-reported data is subject to analysis using the partial-least squares method of structural equation modeling to confirm the model’s reliability and validity. The findings validate seven out of the eleven proposed hypotheses, underscoring the influential role of ECM constructs, particularly “Confirmation” and “Satisfaction,” outweighing the impact of UTAUT constructs on users’ behavior. Specifically, users’ perceived confirmation significantly influences their satisfaction and subsequent intention to continue using AI Chatbots. Additionally, “Personal innovativeness” emerges as a critical determinant shaping users’ behavioral intention. This research emphasizes the need for further exploration of AI tool adoption in educational settings and encourages continued investigation of their potential in teaching and learning environments.

PurposeIn recent times, live online teaching has emerged as a prominent trend in online education. However, teachers are confronted with the challenge of not only acquainting themselves with the associated technologies but also effectively integrating them into their teaching practices. This dual challenge exerts pressure on teachers to adopt live online teaching. This study aims to explore the factors and mechanisms influencing teachers’ attitudes and continuance intention toward live online teaching. It covers both intrinsic and extrinsic motivations, as well as both enabling and inhibiting factors, thus providing valuable suggestions for encouraging teachers to engage in live online teaching actively.MethodThis study proposed a conceptual model based on the Technology Acceptance Model, Uses and Gratifications Theory, and Communication Privacy Management Theory. A simple random sampling method was employed to recruit participants from a university in eastern China. With 224 college teachers participating in the study, various analyses, including descriptive analysis, regression analysis, and simple slope analysis, were conducted to explore the factors and mechanisms influencing college teachers’ adoption of live online teaching.ResultsThe study revealed the following key findings: (a) perceived easy of use had a positive impact on perceived usefulness and user satisfaction; (b) perceived usefulness had a positive effect on user satisfaction; (c) both perceived usefulness and user satisfaction positively influenced teachers’ adoption of live online teaching; (d) perceived easy of use did not directly affect teachers’ adoption of live online teaching; (e) privacy concerns exhibited a moderated effect on the relationship between perceived easy of use and perceived usefulness, as well as the relationship between perceived easy of use and user satisfaction.ConclusionThe study reveals a conditional process model elucidating teachers’ adoption of live online learning. The model incorporates perceived ease of use as a predictor, perceived usefulness and user satisfaction as two mediators, and private concerns as a moderator. The findings suggest that stakeholders should collaborate closely to enhance the design and development of the live online teaching platforms. Additionally, efforts should be made to support and improve teachers’ information literacy, fostering their enthusiasm and facilitating their professional development in live online teaching practice.

IntroductionThe aim of this study was to examine the relationship between the technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education.MethodsThe participants were 301 university students from Lima. Structural equation model was used to test the proposed theoretical relationships between the variables. On the one hand, the study sought to explore the relationship between academic self-efficacy and self-regulation strategies with the technology acceptance model. On the other hand, it sought to determine whether the three dimensions of the technology acceptance model are positively related to perceived learning and academic performance.ResultsThe results suggest the importance of improving psychological variables such as self-efficacy and self-regulation strategies to improve the acceptance of technology, which would also improve the academic performance and perceived learning of students in a virtual environment.DiscussionThe discussion highlights the significance of self-efficacy and metacognitive strategies in influencing technology perception and attitudes, ultimately impacting perceived learning and academic performance in virtual education.

Mobile identification (mID) allows users to prove identity across many situations like when traveling through an airport; however, the personally identifiable information in the mID, if mishandled, poses a great threat to privacy. One solution is NeuroTechnology privacy enhancing technologies (PETs), which can be paired with the mID to authenticate users using one's unique neuro-proprioceptive signals that are safer than traditional security methods like facial recognition. Across two studies, we explore how TAM constructs impact mID download intentions (DI) and how pairing the PET with the mID impacts DI. In Study 1 (N = 465), mID-specific privacy concerns, anxiety (mID-ANX), general privacy concerns, and perceived privacy risk (mID-PPR) were strong negative predictors of DI. In Study 2 (N = 420), pairing the NeuroTechnology PET with the mID led to decreased mID-PPR and mID-ANX, and increased DI. An experimental mediation model demonstrated that pairing the NeuroTechnology PET with the mID was linked to higher DI because of decreased mID-PPR and mID-ANX leading to greater mID positive attitudes. Because privacy concerns and anxiety are barriers to technology acceptance in the TAM literature, NeuroTechnology PETs provide a solution to reduce privacy concerns and anxiety, and improve technology adoption.

The use of technology to facilitate remote patient monitoring and virtual care is desirable due to the challenges of providing healthcare during the COVID-19 pandemic and the need for more efficient and effective methods to care for the expanding older adult population. Further, the collection and sharing of patient generated health data (PGHD) through these technologies holds promise with respect to improving outcomes and reducing the cost of care by facilitating the early detection and treatment of cognitive and health problems. Despite the potential benefits of these technologies, their promise might be hampered by low rates of acceptance and adoption among older adults. In an online survey, we assessed community-dwelling older adults’ (N = 92) attitudes towards the use of wearable and mobile technologies for (1) predicting cognitive decline, (2) assisting with adherence to healthy activities, and (3) collecting self-report data to understand current and predict future health states. Participants generally agreed hypothetical technology solutions would be useful (M = 4.20, SD = 0.70 on a 1–5 agreement scale; 5 = “strongly agree”), that they were interested in learning more about these technologies (M = 4.04, SD = 0.74), and that they would be willing to adopt these technologies (M = 3.83, SD = 0.93), though attitudes varied. Although participants were generally positive toward these technologies, they were relatively neutral in terms of their agreement that privacy of generated data was a concern (M = 2.92, SD = 1.02). Privacy concerns were associated with lower interest and willingness to adopt. More positive general technology attitudes and higher mobile device proficiency were associated with greater acceptance and willingness to adopt these technologies. Finally, poorer self-rated health was related to negative attitudes toward these technologies. These findings highlight barriers and potential targets for intervention to increase uptake of these and similar technologies among older adults who may be reluctant to adopt remote monitoring technologies.

In the wake of the COVID-19 pandemic in 2019, China’s education leaders began to focus on and promote blended learning. The process is still in its infancy in Chinese colleges and universities, and its development remains a problem to be solved. By combining technology acceptance and student participation, this article proposes an analysis model for assessing the factors influencing blended learning. A questionnaire was designed and distributed, and 796 valid responses were collected. The mean and variance were used to examine the status of students’ technology acceptance and satisfaction with blended learning. The t-test method was employed to analyze the gender differences between students in regard to the topic. The results show that: (1) students majoring in computer science view the factors as having a high level of influence in blended learning. (2) There are major variances regarding the perception of service quality between male and female computer science major students. There is no significant difference between them in terms of perceived usefulness, perceived ease of use, or computer self-efficacy. (3) There are considerable disparities in the skill involvement and participation of computer science major college students. The results show that the technology acceptance and participation of students determine the effect of blended learning. Based on these findings, this article provides theoretical and practical suggestions for the implementation of blended learning to improve its effect.

Compared to human-operated vehicles, autonomous vehicles (AVs) offer numerous potential benefits. However, public acceptance of AVs remains low. Using 4 studies, including 1 preregistered experiment (total N = 3,937), the present research examines the role of trust in AV adoption decisions. Using the Trust-Confidence-Cooperation model as a conceptual framework, we evaluate whether perceived integrity of technology—a previously underexplored dimension of trust that refers to perceptions of the moral agency of a given technology—influences AV policy support and adoption intent. We find that perceived technology integrity predicts adoption intent for AVs and that messages that increase perceived integrity of AV technology result in greater AV adoption intent and policy support. This knowledge can be used to guide communication efforts aimed at increasing public trust in AVs, and ultimately enhance integration of AVs into transport systems.

With the inherently interdisciplinary and hands-on nature of the STEAM system, this study changes the way the English language is taught, no longer confining it to monotonous tests and dull textbooks. Teaching via Augmented Reality (AR) technology tends to pique students’ interest, making them more willing to participate in learning. This study used AR technology in conjunction with gaming, where the participants were split into pairs, which promoted friendly competition among themselves, and, in turn, drove them to learn more. Moreover, the ability to track their own performance was added to the system, as well as an in-depth explanation for every question. The teacher used our teaching aids system in the lessons to make the teaching process more interesting and enjoyable. There were two English course experiments, each lasting for 4 weeks. The goal of the first experiment was to gain a general understanding of how students felt about the lessons and how well they could operate the system. After analyzing the results, some improvements for problems that arose were made in the second experiment. The goal of the second experiment was to find out how students felt about the lesson content and teaching aids and to compare the results of the two experiments. To help us find potential oversights and check how participants felt about this approach, surveys regarding STEAM learning and overall ease of use were administered. The results showed that AR English learning was widely considered helpful by the students, and also, our system was easy to operate, and competing with peers really motivated them to do better.

This paper explores the key factors influencing mental health professionals' behavioral intention to adopt virtual humans as a means of affect recognition training. Therapies targeting social cognition deficits are in high demand given that these deficits are related to a loss of functioning and quality of life in several neuropsychiatric conditions such as schizophrenia, autism spectrum disorders, affective disorders, and acquired brain injury. Therefore, developing new therapies would greatly improve the quality of life of this large cohort of patients. A questionnaire based on the second revision of the Unified Theory of Acceptance and Use of Technology (UTAUT2) questionnaire was used for this study. One hundred and twenty-four mental health professionals responded to the questionnaire after viewing a video presentation of the system. The results confirmed that mental health professionals showed a positive intention to use virtual reality tools to train affect recognition, as they allow manipulation of social interaction with patients. Further studies should be conducted with therapists from other countries to reach more conclusions.

This study is aimed at investigating the relationship between perceived teacher support and learning engagement and exploring the mediation role played by technology acceptance and learning motivation. It adopted a structural equation modeling (SEM) approach, with sampling 467 students from four middle schools in eastern China. The research findings showed that perceived teacher support is significantly associated with learning engagement. Learning motivation plays a mediating role in the relationship between perceived teacher support and learning engagement. There is the chain mediating effect of technology acceptance and learning motivation on the relationship between perceived teacher support and learning engagement. All of these are of great importance for the teachers in the middle schools, as they help to increase students’ engagement with learning activities considering the background of the deep integration of information technology and education teaching.

The lantern exhibition at the Lantern Festival is an important traditional festival in Taiwan. Visitors play an important role in the promotion and sustainable development of intangible cultural heritage (ICH). In recent years, the involvement of digital technology in traditional lantern design and shows has contributed to the protection, inheritance, and promotion of ICH, there remains less research on using augmented reality (AR) with ICH tourism. In this study, AR is used for ICH lantern exhibition to discuss the learning experience in lantern tourism and the relationship between technology acceptance and satisfaction from the perspective of visitors, as well as evaluate what AR has on improving visitors’ awareness and learning experience. Then, primary variables of the technology acceptance model (TAM) are combined with generic learning outcomes (GLOs) to integrate ICH, education, and technology to expand TAM, building a new model to study the ICH learning experience. A questionnaire and observation are used. Respondents are visitors participating in the AR lantern exhibition in Taiwan, which is designed by the author. There is a total of 200 questionnaires collected in the end. The result shows that knowledge and understanding (KU), attitudes and values (AV), activity, behavior, and progression (ABP), and enjoyment, inspiration, and creativity (EIC) from GLOs have a positive effect on technology acceptance and actual use (AU). Therefore, visitors are satisfied with innovative and interesting technology learning experiences, enhancing learning interest and results. Besides, the interaction of the AR system improves visitors’ learning motivation, which shows the combination of AR technology with ICH tourism helps improve cultural awareness.

The purpose of this study is to investigate and validate the influencing factors of audiences’ attitudes toward virtual concerts. In order to address this issue, the current study proposes a conceptual model integrating player experience factors (autonomy, relatedness, and engagement) and the technology acceptance model (perceived usefulness, perceived ease of use, and perceived enjoyment). An online questionnaire on virtual concert experiences was conducted among Chinese audiences who had attended virtual concerts previously. Structural equation modeling was then used to establish the relationships between variables. The results suggested that autonomy, relatedness, and engagement positively impacted perceived usefulness, perceived ease of use, and perceived enjoyment. Furthermore, the perceived usefulness, perceived ease of use, and perceived enjoyment were significant predictors of audiences’ attitudes. The findings of this study could provide a reference for relevant virtual entertainment providers and could also serve as a point of development and exploration for the technology acceptance model and player experience in the field of virtual concerts.

Artificial intelligence (AI) is a cutting-edge technology that has been widely applied in tourism operations. To enhance tourists' experience, many tourism suppliers introduced AI devices to interact with tourists. Previous studies classified AI devices as task- and social- oriented based on their functions; however, current models that explain customers' intention to use AI devices did not reflect the discrepancy between the two different types. Therefore, this paper attempts to fill this gap by proposing a theoretical model for the use of task-oriented AI devices. Based on the multi-stage appraisal framework and the Structural Equation Modeling analysis, this paper presents the following findings: (1) utilitarian motivation, interaction convenience, and task-technology fit are the factors appraised in the first stage; (2) perceived competence and flow experience are the factors appraised in the second stage; (3) utilitarian motivation, interaction convenience, and task-technology fit are positively associated with perceived competence. (4) Perceived competence positively influences flow experience, which further affects customers' switching intention from task-oriented AI devices to human service; (5) the serial mediating effect of perceived competence and flow experience between the stimulus mentioned in the first appraisal stage and the switching intention is confirmed. This study reveals the underlying psychological mechanism when customers use task-oriented AI devices, and it provides a theoretical framework for task-oriented AI device adoption.

Over the last decades, educational programs involving age simulation suits (ASS) emerged with the ambition to further the understanding of age-related loss experiences, enhance empathy and reduce negative attitudes toward older adults in healthcare settings and in younger age groups at large. However, the impact of such “instant aging” interventions on individuals’ personal views on aging have not been studied yet. The aim of the current study is to address possible effects of ASS interventions on multiple outcomes related to views on aging, i.e., aging-related cognitions (i.e., expectations regarding social losses), awareness of age-related change (AARC) and age stereotypes. Moreover, we explore effects on broader constructs with relevance to aging, i.e., perceived obsolescence, risk perceptions, as well as desired support through technology. In a within-subjects design, N = 40 participants (M = 61.4 years, SD = 6.16) went through a series of established geriatric assessments (i.e., Timed up and Go) with and without an ASS. Views on aging constructs were assessed in standardized questionnaires before and after the ASS intervention. Changes in aging-related cognitions were observed, with more negative expectations regarding social integration and continuous development after wearing the ASS. AARC and age stereotypes did not change from pre- to post-assessment, but participants reported an increased susceptibility to age-associated impairments and stronger feelings of obsolescence. Those participants who exhibited higher difficulties in geriatric assessments while wearing the suit reported higher openness to be supported by intelligent assistive devices or robots afterwards. We conclude that ASS interventions should only be combined with education on losses and gains during the aging process to prevent negative effects on individual views on aging. On the other hand, potentials regarding technology acceptance and formation of intentions to engage in prevention and health behaviors among middle-aged to young-old adults are discussed.

This study explored the contributions of teacher supports toward students’ self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students’ self-directed language learning in a sample of Chinese undergraduate students. A total of 197 freshmen students in one university in Eastern China participated in the questionnaires concerning teacher supports, technology acceptance, technological self-efficacy and self-directed language learning. The study highlighted the results: (1) perceived usefulness mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher capacity supports and students’ self-directed language learning; (2) technological self-efficacy mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher behavior supports and students’ self-directed language learning; and (3) perceived easy of use had no noticeable mediating functions, but exerted an indirect influence on students’ self-directed language learning. These findings extended previous researches by considering both the external factors (i.e., teacher supports) and the internal factors (i.e., technology acceptance and technological self-efficacy) of influencing students’ self-directed language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study indicated the significance of elevating teachers’ awareness of the substantial supports in enhancing students’ self-directed language learning beyond the classroom and would inform that the future research on teachers’ compliance in relation to technology use be converted from institutional mandates into teachers’ conscientious behaviors.

The goal of the recent research is to learn the impact of designing a strategy according to the fallouts of corona pandemic. It is to develop skills related the ability to adapt to the community crises represented in: wise thinking skills and accepting technology. The research was applied on sixty students from a secondary school grade eleven; literary department. They were divided into two groups; thirty students as experimental group and the other part as a control group. A group of research materials and methods has been prepared as follows: a resolution of the most important fallouts of corona pandemic, the public perception of the suggested strategy and Psychology student book ; unit "cognitive processes", teacher's guide. My research tool was prepared according to wise thinking skills scale and the criterion of accepting technology. I applied the semi-experimental curriculum of experimental design to two equal groups; experimental and control groups. The tools of the research were previously applied on the two groups. Then I dealt with the experimental group and the administration of learning environment through google classroom. Then I applied the research tools again. The results implied a surpass of the experimental group as there were statistically significant differences in the post application for the experimental group. Furthermore, results proved that there were statistically significant differences among the average marks of the experimental group in both pre and post applications for the sake of the post application in the tools of the research. So the suggested strategy of corona pandemic had an impact on developing the skills of wise thinking and accepting technology with secondary school students. [ABSTRACT FROM AUTHOR]

The current study set out to understand the factors that explain working adults' microlearning usage intentions using the Decomposed Theory of Planned Behaviour (DTPB). Specifically, the authors were interested in differences, if any, in the factors that explained microlearning acceptance across gender, age and proficiency in technology. 628 working adults gave their responses to a 46-item, self-rated, 5-point Likert scale developed to measure 12 constructs of the DTPB model. Results of this study revealed that a 12-factor model was valid in explaining microlearning usage intentions of all working adults, regardless of demographic differences. Tests for measurement invariance showed support for invariance in model structure (configural invariance), factor loadings (metric invariance), item intercepts (scalar invariance), and item residuals (strict invariance) between males and females, between working adults below 40 years and above 40 years, and between working adults with lower technology proficiency and higher technology proficiency levels. While measurement invariance existed in the data, structural invariance was only found across gender, not age and technology proficiency. We then assessed latent mean differences and structural path differences across groups. Our findings suggest that a tailored approach to encourage the use of microlearning is needed to suit different demographics of working adults. The current study discusses the implications of the findings on the use and adoption of microlearning and proposes future research possibilities.

Technology acceptance and usage become obligatory for people when their work modes change as a result of an unexpected but irresistible force. This is especially true for teachers who are reluctant technology adopters compared with their students. During the COVID-19 pandemic, the Chinese government issued national policies to enforce online teaching and learning. As the success of online teaching largely depends on university faculties' readiness and intentions, how they perceive and practice technology adoption becomes an issue that warrants in-depth research. Unlike their students who grow up with technology and can be seen as digital natives, university faculties may lack competence in using technology, whether to teach or do other tasks. Previous studies on faculties' technology adoption were all conducted in situations where they made volitional decisions to use technology, but their mandatory technology use received scant attention. In addition, although studies suggested that teachers demonstrated features of digital natives, it remains unknown whether or to what extent their digital nativity correlates with technology intentions. To address these research gaps, the current study examined Chinese university faculties' intentions to use technology for online teaching by incorporating digital nativity and computer self-efficacy as key determinants into technology acceptance variables. Results suggested that digital nativity was a key factor that affected university faculties' online teaching, as evidenced by the fact that 67% of the variance could be explained by perceived usefulness, attitudes and digital nativity. In addition, it was also found that computer efficacy significantly influenced perceived ease of use.

Background: As virtual reality (VR) has become more accessible, it has increasingly come into focus for clinical application. Therapy with VR shows potential as an engaging, effective, and economic way to improve cognitive abilities following a stroke. Objectives: While application of VR in clinical settings appears promising, its widespread use will crucially depend on acceptance of immersive head mounted display virtual reality (HMD-VR) systems when used in different patient groups. This study aimed to investigate acceptance of HMD-VR in stroke patients compared to a control group of healthy age-matched adults. Methods: The attitude towards HMD-VR, as one of the most important predictors of technology acceptance within the technology acceptance model framework, was assessed in 20 stroke patients and 20 age-matched healthy adults. Further HMD-VR acceptance related measures concerned self-reported user experience, computer self-efficacy and cybersickness (see also Huygelier et al., 2019). Additionally, performance measures for memory span and speed were recorded in two VR-tasks. Results: Both groups showed positive attitude above the neutral point of the scale and reported positive user experience in the VR-setting. Self-reported cybersickness was at modest levels and comparable in both groups. Controls had higher and more homogeneous scores in user experience, and performed notably faster in the VR-task while there were no significant differences in memory-span. Conclusion: The study results suggest that treatment provided by immersive HMD-VR is tolerated by older adults, including those who have had strokes. This was the case without prior acquaintance with the VR-device or -software, and it was neither hindered by negative attitudes towards VR, nor cybersickness.

Competence-related self-concepts (i.e., an individual's self-perceived competence in general and specific domains) are important predictors of performance, behavior, motivation, and well-being in different areas of life. With growing digitalization, self-concept (SC) related to the use of information and communication technology (ICT) is a focus of research across disciplines. To be able to assess ICT-SC theoretically and empirically based on an integrative ICT competence framework and self-concept research with a broad application field, in the present study, we develop a 25-item scale in the German language (ICT-SC25g) using NS1–S4 = 1541 and in the English language (ICT-SC25e) using NS5 = 483. The ICT-SC25g/e measures general and domain-specific ICT-SC (communicate, process and store, generate content, safe application, solve problems) in the adult population (18–69 years) across contexts (private life, work, education). The results indicate good reliability (internal consistency, test-retest reliability). Confirmatory factor analyses support factorial validity and theory-consistent relations with personality traits (e.g., emotional stability) and technology-related measures (e.g., frequency of ICT use, technophobia) confirm construct validity. The scale shows strict measurement invariance across gender and countries. We discuss the application of the ICT-SC25g/e in disciplines that focus on humans interacting with ICT, namely education, human resources, technology acceptance, and public health.

This paper provides a stagewise overview of the important issues that play a role in technology adoption and use in organizations. In the current literature, there is a lack of consistency and clarity about the different stages of the technology adoption process, the important issues at each stage, and the differentiation between antecedents, after-effects, enablers, and barriers to technology adoption. This paper collected the relevant issues in technology adoption and use, mentioned dispersedly and under various terminologies, in the recent literature. The qualitative literature review was followed by thematic analysis of the data. The resulting themes were organized into a thematic map depicting three stages of the technology adoption process: pre-change, change, and post-change. The relevant themes and subthemes at each stage were identified and their significance discussed. The themes at each stage are antecedents to the next stage. All the themes of the pre-change and change stages are neutral, but the way they are managed and executed makes them enablers or barriers in effect. The thematic map is a continuous cycle where every round of technology adoption provides input for the subsequent rounds. Based on how themes have been addressed and executed in practice, they can either enhance or impair the subsequent technology adoption. This thematic map can be used as a qualitative framework by academics and practitioners in the field to evaluate technological changes.

Fully automated vehicles (AVs) hold promise toward providing numerous societal benefits including reducing road fatalities. However, we are uncertain about how individuals’ perceptions will influence their ability to accept and adopt AVs. The 28-item Automated Vehicle User Perception Survey (AVUPS) is a visual analog scale that was previously constructed, with established face and content validity, to assess individuals’ perceptions of AVs. In this study, we examined construct validity, via exploratory factor analysis and subsequent Mokken scale analyses. Next, internal consistency was assessed via Cronbach’s alpha (α) and 2-week test–retest reliability was assessed via Spearman’s rho (ρ) and intraclass correlation coefficient (ICC). The Mokken scale analyses resulted in a refined 20-item AVUPS and three Mokken subscales assessing specific domains of adults’ perceptions of AVs: (a) Intention to use; (b) perceived barriers; and (c) well-being. The Mokken scale analysis showed that all item-coefficients of homogeneity (H) exceeded 0.3, indicating that the items reflect a single latent variable. The AVUPS indicated a strong Mokken scale (Hscale = 0.51) with excellent internal consistency (α = 0.95) and test–retest reliability (ρ = 0.76, ICC = 0.95). Similarly, the three Mokken subscales ranged from moderate to strong (range Hscale = 0.47–0.66) and had excellent internal consistency (range α = 0.84–0.94) and test–retest reliability (range ICC = 0.84–0.93). The AVUPS and three Mokken subscales of AV acceptance were validated in a moderate sample size (N = 312) of adults living in the United States. Two-week test–retest reliability was established using a subset of Amazon Mechanical Turk participants (N = 84). The AVUPS, or any combination of the three subscales, can be used to validly and reliably assess adults’ perceptions before and after being exposed to AVs. The AVUPS can be used to quantify adults’ acceptance of fully AVs.

In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring–summer 2020 semester. Our study focused on (1) the students’ acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study’s results and derive short- and long-term implications for science and practice.

With technological possibilities in healthcare steadily increasing, more tools for digital cognitive rehabilitation become available. Acceptance of such technological advances is crucial for successful implementation. Therefore, we examined technology acceptance specifically for this form of rehabilitation in a sample of healthcare providers involved in cognitive rehabilitation. An adjusted version of the Technology Acceptance Model (TAM) questionnaire was used, including the subscales for perceived usefulness, perceived ease of use, subjective norm (toward use), and intention to use, which all contribute to actual use of a specific technology. Results indicate a generally favorable attitude toward the use of digital cognitive rehabilitation and positive responses toward the TAM constructs. Only for subjective norm, a neutral mean response was found, indicating that this could pose a potential obstacle toward implementation. Potential differences between subgroups of different age, gender, and professional background were assessed. Age and gender did not affect the attitude toward digital cognitive rehabilitation. Occupational therapists showed lower scores than healthcare psychologists and physiatrists with regard to perceived usefulness, possibly linked to a difference in operational and managerial tasks. The findings of his study stimulate further implementation of digital cognitive rehabilitation, where the role of subjective norms should be specifically considered.

This study explored the contribution of technology acceptance and technological self-efficacy to attitude toward technology-based self-directed learning in a sample of Chinese undergraduate students. The study also inquired into whether learning motivation mediated these associations. A total of 332 undergraduate students of college English course were enrolled to participate in questionnaires regarding their technology acceptance, technological self-efficacy, attitude toward technology-based self-directed learning, and learning motivation. Results indicated that students’ technology acceptance and technological self-efficacy were related to their attitude toward technology-based self-directed learning. The findings also indicated that learning motivation mediated the relations of technology acceptance, technological self-efficacy, and attitude toward technology-based self-directed learning. Specifically, students experiencing greater technology acceptance and technological self-efficacy showed higher attitude toward technology-based self-directed learning. This study highlighted the significance of learning motivation as a mediating mechanism illustrating relations between students’ perception of technology environments and their attitude toward technology-based self-directed learning.

Virtual reality (VR) has been widely applied in medical health areas and the entertainment and tourism industries, in which elderly people are a primary target. However, most studies on VR have focused on how people respond to this new technology and its effects on younger generations. Our study explored the differences in VR experience and acceptance between elderly adults and college students. A mixed method approach including both experiments and in-depth interviews was applied in this study. Our results show that elderly adults reported a higher level of telepresence and stronger emotional responses than young adults in VR viewing regardless of the VR device. The ways in which elderly people processed and evaluated VR content and devices were different from those of young people. Elderly people reported more positive attitudes toward the video they watched than young people, but this did not necessarily lead to more positive attitudes toward the viewing experience.

Public Institutions need information systems that facilitate management of generated documents during business processes on a digital platform. Development of information and communication technologies facilitated the transfer of documents to digital platforms which caused the emergence of Electronic Document Management System (EDMS). Institutions are utilizing EDMS in order to keep records securely and improve business processes. EDMS have many benefits such as improvement of efficiency and productivity, reduction of errors, increase in quality of service and reduction of costs. On the other hand, while EDMS offers many benefits to its users, it also has made it imperative to adopt the new technological system. For this reason, it becomes essential to understand the factors that affect the intention of use of EDMS. This study researches the factors that affect the adoption and use of EDMS in Bartın University by using the unified theory of acceptance and use of technology (UTAUT). In this research, data was analyzed by using R software program and Structural Equation Modelling (SEM). Based on the findings, 61% of the intention of use of EDMS has been explained by performance expectancy and social influence factors with in the proposed model. Empirical findings suggest that the factors of performance expectancy and social influence has a positive effect on the intention of use but of effort expectancy factor does not have a positive effect.

Modern technology offers an increasing number of tools for teaching mathematics, but technology adoption in schools encounters many barriers. The Technology Acceptance Model explains that technology usage is dependent on intentions, which rest on perceived ease of use and perceived usefulness. Less is known about the relationship between intentions and actual behavior. In the current study we show that the level of cognitive investment on the part of the teachers, captured by the construct of Need for Cognition (NC), is crucial in the use of technology in mathematical instruction, while controlling for a variety of background factors. Furthermore NC moderates the relationship between intentions and technology use, such that high NC weakens the relationship between the perceived usefulness of technology in pedagogy and its actual use.

Mobile health applications are increasingly numerous and varied. However, despite high expectations and large budgets involved in their development they are often rejected by potential users, and little is known on why this happens. This study aimed to fill this gap by investigating the determinants of technology acceptance and its moderators. Aligned with the Unified Theory of Acceptance and Use of Technology, we examined the moderating roles of age, gender, and smartphone experience in the relationship between technology acceptance determinants (performance expectancy, effort expectancy, social influence, and facilitating conditions) and the intention to use mobile health applications (N = 394, 18–65 years). A stepwise multiple linear regression was conducted. Results showed that the intention to use mobile health applications was determined by performance expectancy moderated by age and smartphone experience, and that the role of the other determinants depended on age and gender (e.g., more intention to use in older men if less effort, and in younger men if better facilitating conditions). These findings show that user characteristics are relevant moderators and should be considered when targeting specific populations to use mobile health applications.

Background:Diverse wellness-promoting mobile health technologies, including mobile apps and wearable trackers, became increasingly popular due to their ability to support patients’ self-management of health conditions. However, the patient’s acceptance and use depend on the perceived experience and the app appropriateness to the patient’s context and needs. We have some understating of the experience and factors influencing the use of these technologies in the general public, but we have a limited understanding of these issues in patients.Objective:By presenting results from an explorative study, this paper aims to identify implications for the design of mobile apps and wearables to effectively support patients’ efforts in self-management of health with a special emphasis on support for self-efficacy of activities contributing to health.MethodsAn explorative mixed-method study involving 200 chronically ill patients of Stanford Medical Center (Stanford, CA, United States) was conducted between mid-2016 and end of 2018. Amongst these, 20 patients were involved in a 4-weeks study, in which we collected the underlying wearable device use logs (e.g., Fitbit) and subjective use experience [via an Ecological Momentary Assessment (EMA)], as well as patients’ momentary perception of general self-efficacy in their natural environments and different daily contexts.Results:The results indicate that mobile apps for health and wearables have the potential to enable better self-management and improve patients’ wellbeing but must be further refined to address different human aspects of their use. Specifically, the apps/wearables should be easier to use, more personalized and context-aware for the patient’s overall routine and lifestyle choices, as well as with respect to the momentary patient state (e.g., location, type of people around) and health(care) needs. Additionally, apps and devices should be more battery efficient and accurate; providing timely, non-judgmental feedback and personalized advice to the patients anywhere-anytime-anyhow. These results are mapped on major sources of the individuals’ self-efficacy.ConclusionOur results show how the apps/wearables that are aimed at supporting the patients’ self-management should be designed to leverage and further improve the patients’ general self-efficacy and self-efficacy of activities contributing to chronic disease management.

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Abstract The Internet has become an essential platform for communication and a vital approach to accessing information in people's daily life. Exploring the antecedents and outcomes of Internet acceptance from the psychological and emotional perspectives remains an area that warrants further investigation. This article constructs and empirically tests a comprehensive research framework, namely the emotional-TAM (E-TAM). This model is tested with data collected from 615 Internet users in the United States. The findings indicate that Internet acceptance is related to social inclusion and the fulfilment of three types of psychological needs derived from Self-Determination Theory. The continuance intention of using the Internet significantly relates to the users' degree of well-being, perceived value, and four categories of emotions. A number of significant moderating effects were also found. Highlights • Explored the psychological and emotional antecedents and outcomes of Internet acceptance. • Internet acceptance related to social inclusion. • Internet acceptance was also found to relate psychological needs derived from SDT. • Continued Internet usage related to well-being, perceived value. • Continued Internet usage was also found to relate to four categories of emotions. [ABSTRACT FROM AUTHOR]

When people interact with novel technologies (e.g., robots, novel technological tools), the word “creepy” regularly pops up. We define creepy situations as eliciting uneasy feelings and involving ambiguity (e.g., on how the behave or how to judge the situation). A common metric for creepiness would help evaluating creepiness of situations and developing adequate interventions against creepiness. Following psychometrical guidelines, we developed the Creepiness of Situation Scale (CRoSS) across four studies with a total of N = 882 American and German participants. In Studies 1–3, participants watched a video of a creepy situation involving technology. Study 1 used exploratory factor analysis in an American sample and showed that creepiness consists of emotional creepiness and creepy ambiguity. In a German sample, Study 2 confirmed these subdimensions. Study 3 supported validity of the CRoSS as creepiness correlated positively with privacy concerns and computer anxiety, but negatively with controllability and transparency. Study 4 used the scale in a 2 (male vs. female experimenter) × 2 (male vs. female participant) × 2 (day vs. night) field study to demonstrate its usefulness for non-technological settings and its sensitivity to theory-based predictions. Results indicate that participants contacted by an experimenter at night-time reported higher feelings of creepiness. Overall, these studies suggest that the CRoSS is a psychometrically sound measure for research and practice.

In recent years, technology has been developed as an important resource for health care management, especially in regard to chronic conditions. In the broad field of eHealth, mobile technology (mHealth) is increasingly used to empower patients not only in disease management but also in the achievement of positive experiences and experiential growth. mHealth tools are considered powerful because, unlike more traditional Internet-based tools, they allow patients to be continuously monitored and followed by their own mobile devices and to have continual access to resources (e.g., mobile apps or functions) supporting health care management activities. However, the literature has shown that, in many cases, such technology not accepted and/or adopted in the long term by its users. To address this issue, this article reviews the main factors influencing mHealth technology acceptance/adoption in health care. Finally, based on the main aspects emerging from the review, we propose an innovative approach to mHealth design and implementation, namely P5 mHealth. Relying on the P5 approach to medicine and health care, this approach provides design suggestions to address mHealth adoption issues already at the initial stages of development of the technologies.

Background: This study sought to gain an understanding of the experiences and perspectives of assistive technology from different stakeholders in technology adoption, in the New Zealand context. Methods: A focus group was held with individuals with cerebral palsy (n = 5), service providers (n = 4), caregivers (n = 3) and a biomechanical engineer. The data recordings from the focus group were transcribed and coded using thematic analysis. Results: Themes emerged around barriers imposed by the assessment process and training in assistive technology procedures, the influence of family members, the environment that assistive technology is used in, and psychosocial aspects of being able to participate and integrate into society. Conclusion: The results are similar to other literature, suggesting new innovations and changes are in dire need, to improve assistive technology experiences for all stakeholders. Implications for Research: Service providers for assistive technology desire more effective training and support of existing and emerging technologies. Although the set procedure for acquiring assistive technology in New Zealand is comprehensive, incorporating multiple perspectives, it is difficult to follow through in practice. More innovative procedures are needed. The movement of Universal Design is significantly improving the perception of individuals with disabilities, and has enabled greater social inclusion. More assistive technology developers need to ensure that they incorporate these principles in their design process. [ABSTRACT FROM AUTHOR]

In the sustainability transitions literature, social phenomena have mostly been examined in relation to – and at the level of – collective forms of action. Here our focus is on psychological, primarily individualistic approaches to understanding action as behaviour, with particular attention to consumption and technology acceptance. We document and discuss the ways in which the psychology of agents or actors has been described and theorised in these contexts within the sociotechnical transitions literature to date, both implicitly and explicitly. A review of the latter literature shows that while actor motivation and behaviour are often implicitly referred to, these are rarely theorised explicitly using psychological concepts. Reasons for the limited use of individual-level, psychological constructs are discussed and suggestions for how these may be more closely connected to structural and collective processes are made. [ABSTRACT FROM AUTHOR]