Causal Model of Acceptance and Use of Information and Communication Technology by Students of Tabriz University of Medical Sciences in Educational and Research Purposes Based on the UTAUT Model

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Abstract

Information and communication technology (ICT) is a new paradigm in the field of education and learning. This study aimed to investigate the causal model of acceptance and use of information and communication technology by students of Tabriz University of Medical Sciences in educational and research purposes based on the UTAUT model. This research is quantitative on the basis of the natural and general features, applied on the basis of the purpose, and descriptive-correlational on the basis of the structural equation model (SEM). The statistical population of the study is 1500 students of Tabriz University of Medical Sciences. The statistical sample of this study is 306 persons selected by proportional stratified random sampling. The data collection tool is the translation and combination of the standard questionnaire of Venkatesh et al. and Akbar, which has been refined by the researcher based on the Unified Theory of Acceptance and Use of Technology. The validity of the questionnaire was confirmed based on content, face and structural validity. The reliability coefficient of the questionnaire was 0.86 based on Cronbach’s alpha coefficient. Data were analyzed using descriptive statistics (frequency, mean, standard deviation and Pearson correlation coefficient) and inferential statistics (path analysis of structural equation model) using SPSS and LISREL software. The results indicate that performance expectancy, attitude toward using technology, social influences, facilitating conditions, and self-efficacy with the mediating role of behavioral intention have a positive and significant causal effect on students’ behavior in using technology. Effort expectancy with the mediating role of behavioral intention has no effect on students’ behavior in using technology. Anxiety with the mediating role of behavioral intention has a significant inverse causal effect on the behavior of students using technology

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