Week 7 Major Takeaways

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One major takeaway from this week’s readings is the examination of technology use and motivation and the factors that influence user behavior. Venkatesh et al. (2012) suggested that elements such as age, gender, and experience impact the usage of technology. For example, the authors contended that older men with more experience could have more difficulty in changing their technology habits and adapting to a new platform or system. As someone who trains colleagues of all age groups and genders on new processes and systems, I personally cannot make that exact assumption. However, I would contend that experience does typically have an impact on how a learner reacts to new technology. If an individual is comfortable and proficient in one way of working, it can be challenging to onboard them to a new working style with new technical capabilities.
 
While acknowledging certain motivators, Venkatesh et al. (2016) also described that there is still limited research around the investigation of the controlling results of age, gender, and experience compared to the consequences of UTAT as a whole. Similarly, Salar and Hamutoglu (2022) investigated personality traits and their effect on technology acceptance. Although the authors noted the impact as minimal, they suggested that characteristics should be taken into account when developing educational programs that could influence the technology usage of learners.  
 
Another takeaway from the readings is the importance of the individual environment in regards to technology use and acceptance.  Venkatesh et al. (2016) recommended using UTAT as a way to recognize situational influences, like learner setting and location, that have been less investigated in studies. I have noticed in my work, in the case of in-person trainings, even the room in which I conduct a session can have an impression on user incentive and subsequent utilization. Colleagues are much more receptive when learning takes place in spacious and tech-friendly room, where they can easily review material, partake in the new technology, and ultimately retain the knowledge more easily.

Question: In your adult education experience, have you noticed any correlations between factors, like age, gender, or experience, and learner motivation towards technology usage?
 
References
 
Salar, H. C., & Hamutoglu, N. B. (2022). The role of perceived ease of use and perceived usefulness on personality traits among adults. Open Praxis, 14(2), 133-147. Retrieved from https://er.lib.k-state.edu/login?url=https://www.proquest.com/scholarly-journals/role-perceived-ease-use-usefulness-on-personality/docview/2861327245/se-2
 
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157-178. https://k-state.primo.exlibrisgroup.com/permalink/01KSU_INST/1260r8r/cdi_proquest_journals_926550498
 
Venkatesh, V., Thong, J., & Xu, X. (2016). Unified Theory of Acceptance and Use of Technology: A synthesis and the road ahead. Journal of the Association for Information Systems. 17(5), 328-376. https://k-state.primo.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=24399677610002401&institutionId=2401&customerId=2400&VE=true

Comments

  1. KangOctober 3, 2024 at 4:32 PM

    "If an individual is comfortable and proficient in one way of working, it can be challenging to onboard them to a new working style with new technical capabilities."

    You made valid point. Can you teach an old dog new tricks? The word "old" here has nothing to do with age; rather, how "comfortable and proficient" an individual is "in one way of working". What I'm thinking is .... Can we place this under one of the four constructs of the UTAUT model or does it offer a critique that the UTAUT model misses something that can also make or break a technology initiative..... I'm thinking about Kayla's case. Anyone any thoughts?

    Kang

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    Replies
    1. Tim G.October 6, 2024 at 2:51 PM

      Thanks for the intriguing thought! I think that if the proper culture and trust is built within a learning environment, it can be possible to teach a dog new tricks. This action could fall into a portion of facilitating conditions, where the learners are active participants in the education process. With the proper level of support to encourage technology utilization, learners can shift their mindset and buy-in to a new way of working that includes new technology.

      Delete
  2. Rachel EisfelderOctober 6, 2024 at 12:49 AM

    In my experience, I think age and experience do play a factor in the acceptance of technology. The faculty I've worked with who have limited experience with technology and are very uncomfortable using it regularly are much less likely to be motivated to learn the system. This leads me to believe the constructs of the UTAUT model were not considered when making decisions about the technology that was implemented (Venkatesh et al., 2003). Do you think one's personal stance on continued learning plays a role in the acceptance of technology?

    Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.

    ReplyDelete
    Replies
    1. Tim G.October 6, 2024 at 2:38 PM

      Thanks Rachel. I do think the personal stance of the learner plays a role on how technology is accepted. Like you mentioned, people with limited experience with technology may come into a new learning experience with hesitation. It is important that the educator or institution takes into account the experience factor, as well as other influences and circumstances, of the learner when implementing the technology, or else the motivation towards usage could be minimal.

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