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A comparison of competing technology acceptance models to explore personal, academic and professional portfolio acceptance behaviour

Ahmed, Ejaz and Ward, Rupert (2016) A comparison of competing technology acceptance models to explore personal, academic and professional portfolio acceptance behaviour. Journal of Computers in Education. ISSN 2197-9995 (In Press)

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Abstract

This paper presents a comparison analysis of two competing models, the technology acceptance model and the decomposed theory of planned behaviour (DTPB), which can be used for predicting and explaining students’ acceptance of electronic portfolios (e-portfolios). E-portfolios are considered important pedagogical tools, with a substantial amount of literature supporting their role in personal, academic and professional development. However, achieving students’ acceptance of e-portfolios is still a challenge for higher education institutions. Data were collected from 204 participating students via a cross-sectional survey method and analysed using structural equation modelling. An in-depth analysis of measures was completed before structural level analysis of the two models was undertaken, in which goodness-of-fit indices were observed and hypotheses analysed. The results from structural level analysis were compared in terms of overall model fit, explanatory power and path significance. The results demonstrated that the DTPB attained higher explanatory power with better insight of the phenomenon under investigation.

Item Type: Article
Uncontrolled Keywords: Technology acceptance model, Decompose theory of planned behaviour, E-portfolio, Educational technology, Higher education
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
T Technology > T Technology (General)
Schools: School of Computing and Engineering > Pedagogical Research Group
School of Computing and Engineering
Related URLs:
Depositing User: Ejaz Ahmed
Date Deposited: 17 May 2016 15:03
Last Modified: 17 May 2016 15:03
URI: http://eprints.hud.ac.uk/id/eprint/28112

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