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A study of Korean service firms found that the level of information technology use is significantly related to the performance of the marketing function. Support was lacking only for the categories of “use of outside database” and “networking between mainframe computer and PCs.” In addition, the form of information technology use is significant in its contribution to the performance of the marketing function. This study supports the argument that benefits of information technology investment can be identified. Furthermore, there is evidence of a time lag in the payoffs from information technology, because the benefits of connectivity have not yet been realized.

This study aims to explore how working parents use personal technology to manage parenting responsibilities and to identify how technology use might help to support work–family balance.

In-depth telephone interviews with US and UK working parents with children under the age of 18 were conducted.

Findings suggest that personal technology can facilitate work and family activities and reduce work–family conflict by enabling parents to perform certain parenting duties remotely. However, parental attitudes toward technology and children’s rights to privacy influence both technology use and work and family outcomes.

By better understanding employee personal technology use, and how this use facilitates reduced conflict between work and family roles, organizations might look to creatively expand their benefits offerings to include access/discounts to personal technology platforms that support parenting activities (e.g. Uber One, Amazon Prime and DoorDash).

While substantial research has been conducted on employee use of work-enabled technology to facilitate work–life balance, less attention has been paid to how working parents are using personal forms of technology to achieve this same outcome. This exploratory study establishes certain parenting functions that are facilitated by personal technology use and identifies some parental attitudes that influence technology adoption.

Planning is a critical step in the process toward quality instruction and should also include consideration for what technology is appropriate for the lesson. Teacher educators must assist preservice teachers in learning this critical planning step of the instructional cycle. The purpose of this article is to present a step‐by‐step procedure to be used by preservice teachers when determining the appropriate use of technology in instruction.

Various strategies have been used by teacher educators to facilitate preservice teachers’ learning how to integrate technology. Some of these strategies are the modeling of technology integration by university instructors, the exposure to the use of technology in the classrooms during field experience, and including technology into the curriculum. In spite of these efforts, there is evidence that some teacher educators feel that preservice teachers are still not convinced of the value of integrating technology in their lessons. This article suggests that perhaps preservice teachers are still reluctant about the benefit of integrating technology because they have not been given a process for deciding which form(s) of technology should be used for what kind of instruction.

Included are charts with detailed descriptions, providing a step‐by‐step process for integrating technology into instruction. These charts demonstrate that the decision about what technology to use in a lesson is first based upon the needs of the learners and the material being taught.

This process demonstrates that technology is transparent: curriculum and the needs of learners drive the choice of technology, instead of technology being used just for technology sake.

Blockchain technology is an indispensable solution for all professionals. However, auditors have not been adequately prepared to use blockchain technology. This study aims to examine the impact of technostress on auditors’ acceptance to use blockchain technology.

A model combining the technostress and factors from the technology acceptance model is proposed. Data were obtained from 142 auditors in the Big 4 and non-Big 4 firms through previously tested and validated questionnaires.

As hypothesized, the results show that technostress influences the perceived usefulness and ease of use of blockchain technology. This study finds that perceived ease of use and perceived usefulness are significant predictors of attitudes toward use decisions, while the latter is a significant predictor of behavioral intention to use blockchain technology. The results are valuable to accountants, auditors and audit firm managers.

This paper provides empirical evidence on the impact of technostress on auditor acceptance to use blockchain technology, which is deemed as a debate viewpoint.

The purpose of this study is to assess the efficiency of the technology acceptance model (TAM) to explain pre‐service teachers' intention to use technology in Turkey.

A total of 197 pre‐service teachers from a Turkish university completed a survey questionnaire measuring their responses to four constructs which explain their intention to use technology: attitude towards computer use, perceived usefulness, and perceived ease of use. A structural equation modeling (SEM) approach was employed for modeling and data analysis.

Results revealed that the TAM is an efficient model to explain the intention to use technology of Turkish pre‐service teachers. The proportion of variance explained in pre‐service teachers' intention to use technology by its antecedents was 51 percent. In addition, four out of five hypotheses were supported in this study. Overall, the data in this study provided support that the TAM is a fairly efficient model with a potential to help in understanding technology acceptance pre‐service teachers in Turkey.

The TAM is a well‐tested and validated model to explain the intention to use technology. However, information on its cross‐cultural validity is limited. This study validated the TAM on a sample of pre‐service teachers in Turkey and the results provided initial support for the cross‐cultural validity of the TAM.

This study aims to explore students' perceptions of a virtual reality simulation that enable nursing students to learn how to use a medical emergency crash cart.

The study was designed to explore how students' perceptions of ease of use and perceived usefulness from the technology acceptance model and the students' personal innovativeness in the domain of information technology explained their intentions to use the simulation. Six hypotheses were tested with a survey administered to 158 undergraduate nursing students at a midsized Southwestern university in the USA.

Data analysis based upon a structural equation modeling technique found support for all three research hypotheses based upon the technology acceptance model. Data analysis also found support for all three hypotheses drawn from the literature on personal innovativeness in the domain of information technology. Overall, the study's research model explained about 65 percent of the variance in intention to use the virtual reality simulation (R²=0.65).

This study suggests that future research should take into account the impact of an individual characteristic, personal innovativeness in the domain of information technology, in order to better predict users' intention to adopt an information technology innovation.

This study extends the knowledge of technology acceptance of a virtual reality simulation by incorporating the concept of personal innovativeness in the domain of information technology into the technology acceptance model.

In recent years, there has been significant interest in adopting XR (extended reality) technologies such as VR (virtual reality) and AR (augmented reality), particularly in retail. However, extending activities through reality-mediation is still mostly believed to offer an inferior experience due to their shortcomings in usability, wearability, graphical fidelity, etc. This study aims to address the research gap by experimentally examining the acceptance of metaverse shopping.

This study conducts a 2 (VR: with vs. without) × 2 (AR: with vs. without) between-subjects laboratory experiment involving 157 participants in simulated daily shopping environments. This study builds a physical brick-and-mortar store at the campus and stocked it with approximately 600 products with accompanying product information and pricing. The XR devices and a 3D laser scanner were used in constructing the three XR shopping conditions.

Results indicate that XR can offer an experience comparable to, or even surpassing, traditional shopping in terms of its instrumental and hedonic aspects, regardless of a slightly reduced perception of usability. AR negatively affected perceived ease of use, while VR significantly increased perceived enjoyment. It is surprising that the lower perceived ease of use appeared to be disconnected from the attitude toward metaverse shopping.

This study provides important experimental evidence on the acceptance of XR shopping, and the finding that low perceived ease of use may not always be detrimental adds to the theory of technology adoption as a whole. Additionally, it provides an important reference point for future randomized controlled studies exploring the effects of technology on adoption.

This study explores collaborative technology's effectiveness in facilitating learning in a hybrid (synchronous face-to-face and asynchronous virtual) context. In particular, the study explores the critical role of students' feeling-at-ease, including its drivers and impact on their perception of the technology.

The study included a classroom intervention in which a collaborative technology, i.e. VoiceThread, was implemented in a hybrid learning context. Online surveys, which included quantitative and qualitative components, were administered at the start and end of the semester to capture student perceptions and experiences with the technology.

Students who felt more at ease assessed the collaborative technology more positively. While extraversion was marginally associated with initial feeling at ease, technology anxiety was not. When using the technology to post content, students who felt more at ease preferred using audio or video over text. Students' perception of the importance of technology in facilitating their learning was a key mediator in the relationship between feeling less at ease and future intention to use the collaborative technology.

The paper investigates the implementation of a collaborative technology in a hybrid learning context, highlighting the critical role of feeling at ease in impacting its acceptance.

Using the technology acceptance model (TAM), this study investigates factors influencing the adoption of cryptocurrency in Bangladesh.

Data were collected from 346 members of the general public through a structured web survey using snowball sampling. Structural equation modeling was used to analyze the data and assess the reliability and validity of the measurement model.

The results show that knowledge of cryptocurrency, benefits of use (perceived usefulness), attitude and challenges all have a significant impact on the adoption of cryptocurrency.

This study was conducted in a single country, relied on self-reported data and used a cross-sectional design, which limits the ability to draw causal inferences. Future research could explore the factors that influence the adoption of cryptocurrency in different countries and regions and incorporate additional variables to provide a more comprehensive understanding of the drivers of intention to use cryptocurrency.

This study contributes to understanding the factors driving the adoption of and intention to use technology-based services, providing insights that can inform the design and implementation of future technology-based services.

This study aims to investigate whether students would accept augmented reality technology in Al Ain University (AAU) libraries as part of digital library services.

This study used a modified technology acceptance model–based survey instrument for data collection. Data was collected through an online questionnaire, which was sent to 400 students via email in March 2023. Out of the total participants, 176 students completed the questionnaire.

This study found that AAU students have a positive perception of augmented technology use in the library. They believe that augmented technology will be useful and easy to use, and students are willing to use it to access library resources and services.

This study contributes to the digital library perspectives in academic libraries.