Ayanwale Musa Adekunle, Molefi Rethabile Rosemary, Liapeng Shata
Test and Measurement Unit, Department of Educational Foundations, Faculty of Education, National University of Lesotho, Lesotho.
Department of Languages and Social Education, Faculty of Education, National University of Lesotho, Lesotho.
Heliyon. 2024 Apr 24;10(9):e30049. doi: 10.1016/j.heliyon.2024.e30049. eCollection 2024 May 15.
The rapid integration of google workspace tools in higher education has the potential to transform education. To fully realize this potential, it is crucial to understand the factors that influence educators' attitudes and intentions toward adopting these tools. However, current research has mainly focused on specific contexts, highlighting the need for a comprehensive examination in different educational settings. This study delves into the complexities of the Technology Acceptance Model and expands its scope by considering additional external variables. Data was collected through an online survey, with 396 educators sharing their perspectives and intentions regarding google workspace tools. We used composite-based structural equation modeling, implemented by the SEMinR package in the R programming language, to rigorously assess the measurement and structural models of the constructs. The study's findings reveal significant relationships among the factors that shape educators' perceptions and behaviors in relation to google workspace tools. Notably, all paths show significant influence, except those connecting social influence to perceived usefulness and ease of use to attitude. Additionally, the research identifies the moderating impacts of gender, which do not significantly contribute to the observed relationships. This study contributes substantially to the growing knowledge of technology adoption in higher education. Furthermore, it offers valuable insights that can benefit educators, institutions, and policymakers who want to leverage the potential of google workspace tools for teaching and assessment. Lastly, the study provides clear directions for future research in this area.
谷歌工作区工具在高等教育中的迅速整合有改变教育的潜力。为了充分实现这一潜力，了解影响教育工作者对采用这些工具的态度和意图的因素至关重要。然而，目前的研究主要集中在特定背景下，凸显了在不同教育环境中进行全面考察的必要性。本研究深入探讨技术接受模型的复杂性，并通过考虑额外的外部变量来扩大其范围。数据通过在线调查收集，396名教育工作者分享了他们对谷歌工作区工具的看法和意图。我们使用基于复合的结构方程模型，由R编程语言中的SEMinR包实现，来严格评估这些构念的测量模型和结构模型。该研究的结果揭示了塑造教育工作者对谷歌工作区工具的认知和行为的因素之间的显著关系。值得注意的是，除了将社会影响与感知有用性联系起来以及将易用性与态度联系起来的路径外，所有路径都显示出显著影响。此外，该研究确定了性别的调节作用，但性别对观察到的关系没有显著贡献。本研究对高等教育中技术采用方面不断增长的知识做出了重大贡献。此外，它提供了有价值的见解，可使希望利用谷歌工作区工具进行教学和评估的教育工作者、机构和政策制定者受益。最后，该研究为该领域未来的研究提供了明确的方向。
