Open AccessAlignment Between Technology Acceptance And Instructional Design via Self-Efficacy
Author(s) -
Robert J. Mills,
Michael A. Harris
Publication year - 2019
Publication title -
the review of business information systems
Language(s) - English
Resource type - Journals
eISSN - 2157-9547
pISSN - 1534-665X
DOI - 10.19030/rbis.v23i1.10335
Subject(s) - implementation , technology acceptance model , computer science , instructional design , instructional technology , component (thermodynamics) , external variable , engineering management , management science , educational technology , knowledge management , mathematics education , psychology , engineering , human–computer interaction , usability , software engineering , multimedia , physics , thermodynamics , programming language
As organizations continue to implement new technology solutions, the need for both technology training and examining technology acceptance of new implementations are necessary to determine the success or failure of a project. Unfortunately, instructional design considerations generally do not address technology acceptance, and leading technology acceptance models only classify training as an external variable or facilitating condition, with limited consideration in prior research. In this paper, we examine potential integration points between instructional design theory and technology acceptance. Specifically, we examine prior research on self-efficacy, Kirkpatrick’s Model for Evaluating Training, Merrill’s Component Display Theory, and Merrill’s First Principles of Instruction.