educational technology dissertation

• USF Research
• USF Libraries

Digital Commons @ USF > Theses and Dissertations

Instructional Technology Theses and Dissertations

Theses/dissertations from 2010 2010.

Evaluation of the Flicker Effect as a Generative Strategy in Enhancing ComputerBased Instruction (CBI) of Visual Recognition and Classification , Ping Luo

Theses/Dissertations from 2007 2007

The Effects of Goal Message and Goal Orientation on Learning in a Web-Based Tutorial , John M. Bunch

The Model-Based Systematic Development of LOGIS Online Graphing Instructional Simulator , Darrel R. Davis

The effectiveness and user perception of 3-dimensional digital human anatomy in an online undergraduate anatomy laboratory , Amy JoAnne Hilbelink

The relationship between technology integration and achievement using multi-level modeling , Tina N. Hohlfeld

Technology in low socio-economic K-12 schools: Examining student access and implementation , Katherine J. Kemker

Perceptions of Florida school library media specialists relative to the saliency of collaboration, leadership, and technology tasks outlined in Information Power: Changes since 1996 , Terrell M. Pace

Online delivery of career choice interventions: Preferences of first-year students in higher education , Melissa Venable

Theses/Dissertations from 2005 2005

A Comparison of Traditional Physical Laboratory and Computer Simulated Laboratory Experiences in Relation to Engineering Undergraduate Students’ Conceptual Understandings of a Communication Systems Topic , Giti Javidi

Theses/Dissertations from 2004 2004

Improving the Environment in Distance Learning Courses Through the Application of Aesthetic Principles , Darryl J. Hancock

Feedback In Distance Learning: Do Student Perceptions Of Corrective Feedback Affect Retention In Distance Learning? , Lori S. Kielty

Are Preservice Instructional Designers Adequately Prepared For Tomorrow’s Diverse Learning Audiences?—A Cultural Content Analysis Of Textbooks (1993-2003) Used For Instructional Design , Sujie Man

Theses/Dissertations from 2002 2002

The Effects Of Animated Textual Instruction On Learners' Written Production Of German Modal Verb Sentences , Elizabeth A. Caplan

Theses/Dissertations from 2001 2001

Effects of Deadline Contingencies in a Web-Based Course on HTML , Tina L. Majchrzak

Advanced Search

• Email Notifications and RSS
• All Collections
• USF Faculty Publications
• Open Access Journals
• Conferences and Events
• Theses and Dissertations
• Textbooks Collection

Useful Links

• Rights Information
• SelectedWorks
• Submit Research

Home | About | Help | My Account | Accessibility Statement | Language and Diversity Statements

Privacy Copyright

Home > Bagwell College of Education > Instructional Technology > Ed.D Instructional Technology Dissertations

Doctor of Education in Instructional Technology Dissertations

The Ed.D. in Instructional Technology is fully online and designed for educators who currently hold or aspire to hold a technology leadership position at the school, district, or state level. The Ed.D. is intended to deepen and broaden the educational technology leadership knowledge and skills of candidates. The program is based on the ISTE Standards for Technology Directors and the CoSN Framework of Essential Skills for K-12 CTOs.

Need to Submit Your Dissertation? Submit Here!

Dissertations from 2024 2024.

Understanding Parents’/Caregivers’ Experiences with School-based Technology at Home , Marcus J.W. Borders

The Complexities of Using Digital Game-based Learning for Writing Instruction: An Exploratory Multiple-Case Study of Two Teachers , Sean D. Bowden

How Does VR Affect Motivation, Engagement, Performance and Student Interest in High School Science? , Ann Marie Carrier

A Case Study of Educational Context Influencing High School English Teachers’ Knowledge, Perceptions, and Uses of Technology , Alicia Curles

Enhancing Teachers’ TPACK and Self-Efficacy Through Content-Based Technology Professional Development , Chloe Wilson

Dissertations from 2023 2023

Cue the Paralinguistics: A Qualitative Case Study of Teacher Social Presence , Molly R. Bowden

Leading Online Professional Development for Instructional Technology Coaches with Effective Design Elements , Janet Cowart

Navigating the Digital Realm: Perceptions and Challenges of High School Educators in Fostering Digital Citizenship , Kristopher P. Daniels

AP Statistics Students’ Conceptions of Engagement and Technology in a Flipped Classroom: A Phenomenographical Study , Kimberly Gile

Upper Elementary Teacher, Instructional Technology Coach, and Administrator Experiences with Technology Integration During COVID-19 Related School Closures: A Phenomenography , Amber Gravitt

Digital Bridges: How Art Educators Build Professional Learning Networks on Twitter , Jennifer Heyser

Becoming an Effective Digital Educator: A Case Study of Technology Preparation in a Novel Preservice Teacher Internship Program , Stephanie Milner

Dissertations from 2022 2022

The Perceptions of High School Art Teachers on their Experiences with Digital Art , Chris Akins

The Evolving Roles of School Librarians in Diverse Instructional Settings , Kay Wright

Dissertations from 2021 2021

The Parent Role in Teen Digital Citizenship , Christi Harp

Secondary Mathematics Teachers’ Experiences with Technology Integration in a One-to-One School District During Face-to-Face and Remote Instruction: A Phenomenography , Safna Kalariparambil

Teacher Experiences with Multiple One-to-One Technology Integration Models: A Phenomenography , Tiffany Post

Teachers’ Perceptions of One-to-One Laptop Initiative for Increased Learner Communication and Collaboration Skills , Harry Saint Cyr

Student Engagement in the Honors Biology Flipped Learning Environment , Hillary M. Wilson

Dissertations from 2020 2020

Flexibility Matters: A Qualitative Look at Four Middle Grade Teachers’ Implementation of Personalized Learning , Christa Evans Heath

Teacher Perceptions of Personalized Teaching & Learning in an Instructional Technology Graduate Course: A Phenomenographical Case Study , Stephanee Stephens

Dissertations from 2019 2019

Hashtags and Pins in Education: Digital Native Educators in Digital Habitats. , Kelly Pilgrim Cassidy

K-12 Community of Inquiry: A Case Study of K-12 Online Social Studies Teacher Practice in a Virtual School , Kyle Sanders

Dissertations from 2017 2017

The Evolution of Pre-Service Teachers TPACK After Completing an Undergraduate Technology Integration Course , Sherri Booker

Dissertations from 2016 2016

A Comparison of Online and Face-to-Face Achievement in Physical Science , Lisa F. Mozer

Dissertations from 2015 2015

Administrators Using Technology to Increase Family Engagement , Ashley P. Beasley

Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting , Ingle M. Larkin

Dissertations from 2014 2014

Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course , Daniel A. Gagnon

Advanced Search

• Notify me via email or RSS
• All Collections
• Disciplines
• Conferences
• Faculty Works
• Open Access
• Research Support
• Student Works
• Ed.D. in Instructional Technology Homepage

Useful Links

• Training Materials

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright DigitalCommons@Kennesaw State University ISSN: 2576-6805

DigitalCommons@WayneState

Home > College of Education > Administrative and Organizational Studies > Dissertations

Instructional Technology Dissertations

Theses/dissertations from 2022 2022.

Constructing A Well-Being: Exploring Knowledge Construction In Dbt Skills Training Using Art And Activity Theory , Elizabeth Bailey

Theses/Dissertations from 2021 2021

A Mixed-Methods Study On The Role Of Feedback In An Interprofessional Healthcare Team , Sara Dalo

Labor Union Women And Leadership: Using Labor Education To Build Female Leader Participation For A Stronger Labor Movement , Jacqueline Daugherty

Learner Motivation In Corporate Training , Daniel Roeske

Theses/Dissertations from 2020 2020

Faculty Experiences Of Using Student Response System In Saudi Arabian Universities , Abdulsalam Alkhabra

Factors Affecting Adhd College Students' Use Of Learning Management Systems: Application Of The Utaut2 Model , Tahani A. Almugbel

Learning Management System Acceptance Across Universities , Ayse Begum Aslan

Why They Care: An Exploration Of Adjunct Faculty Loyalty , Sara Elizabeth Barnwell

Strategies For Managing Technological Change In Higher Education: A Mixed Methods Study , Siba El Dallal

A Case Study Of Student Perceptions Of In-Class Mentoring , Cynthia Finger-Hoffman

Appreciative Inquiry Impact On University Instructor's Nonverbal Immediacy , Aviva Gordon

An Exploration Of Strategic Alignment In Higher Education , Linda Jimenez

Empathy Through Inquiry: The Weaving Of (post) Qualitative Inquiry Into Design , Preston Tyler Kelly

A Study Of Self-Evaluation And Estimator Error In Internal Medicine Residents And Its Influence On The Academic Achievement Of Medical Knowledge , William Morse

Theses/Dissertations from 2019 2019

Assistive Technology Integration For Student With Speech And Language Impairments: A Mixed Method Study , Wali Fard Cunningham

Student Use Of Technology For Collaboration , Krystal Gordon

Theses/Dissertations from 2018 2018

Inferencing Reading Strategy Used To Improve Reading Comprehension Of Adult Esl Students , Nawal Abbas

Using Social Media In Flipped Classrooms In Saudi Universities: Faculty Members' Experiences , Majed Abdallah Alharthi

Effect Of Game Development-Based Learning On The Ability Of Information Technology Undergraduates To Learn Computer And Object-Oriented Programming , Alaa Khalaf Al-Makhzoomy

A Systematic Review: Incorporating Social Media Tools Into Language Learning , Dareen Alsulami

Acclimating To The Mayhem: Field Training Officer's Perspectives Of New Police Recruits From A Problem Based Learning Academy , Steven Amey

Competencies And Strategies Utilized By Higher Education Leaders During Planned Change , Dawn Aziz

Designers, Emotions, And Ideas: How Graphic Designers Understand Their Emotional Experiences Around Ideation , Alisa Hutchinson

Individualized Learning Plans And Performance Measurement, Management, And Improvement In Premedical Post Baccalaureate Education , Leah Michelle Robinson

Moving Toward Blended Learning: A Multiple Case Design Based Research Study In Higher Education , Ahmet B. Ustun

Theses/Dissertations from 2017 2017

Mobile Learning Technology Acceptance Among Saudi Higher Education Students , Talal Mohammed Alasmari

Using Google Applications As Part Of Cloud Computing To Improve Knowledge And Teaching Skills Of Faculty Members At The University Of Bisha, Bisha, Saudi Arabia , Bandar Abdullah Alshihri

A Quasi-Experimental Research Study Examining The Impact Of Reflection On Self-Efficacy In Graduate Design Students , Christina Marie Chateauvert

Synchronous Communication And Its Effects On The Collaboration Of Professional Workplace Employees Engaged In A Problem Activity , Michele R. Rochester

Aligning Talent Development Performance Outcomes With Organizational Objectives , Iris Ware

Self-Efficacy: Understanding African American Male Students Pathways To Confidence In Mathematics , Lisa Ann Williams

Theses/Dissertations from 2016 2016

Redesigning The Inacol Standards For K-12 Online Course Design , David Adelstein

Social Media Adoption Among University Instructors In Saudi Arabia , Khalid Abdulaziz Alasfor

The Effects Of Wiki-Based Collaborative Writing On Esl Student’s Individual Writing Performance , Anas Mohammed Alshalan

Using Video Games To Increase Motivation Of Saudi Students Learning English , Wadeeah Alshawi

Needs Assessment As A Process For Change Management: Aligning Organizational Performance And Human Capital Investment With Strategic Planning And Change Creation , Abdulaziz Alshgeri

The Prevalence Of Key Needs Assessment Tasks As Perceived By Human Performance Improvement Practitioners , Hasan Alzahrani

Effect Of Expert Modeling On Ill-Structured Problem Solving In An Undergraduate General Education Honors Course , Minakshi Lahiri

Using R2d2 To Create Information Literacy Objects In Academic Libraries: Design-Based Research , Kristin Orlich Lavoie

The Relationship Between Organizational Culture, Intrinsic Motivation, And Employee Performance: A Systematic Review And Meta-Analysis , Patricia S. Radakovich

A Design-Based Research Study Examining The Impact Of Collaboration Technology Tools In Mediating Collaboration , Kecia Johnese Waddell

The Face Of Feedback: Exploring The Use Of Asynchronous Video To Deliver Instructor Feedback In Multidisciplinary Online Courses , Naimah N. Wade

Personal Learning Environments For Business Organizations , Denise Wunderlich

Theses/Dissertations from 2015 2015

Investigating University Instructors’ Experiences And Uses Of Mobile Technology In Teaching And Learning In Saudi Arabia , Ibrahim K. Alali

The Quality Of Saudi Accreditation Standards For Distance Learning: Benchmarking And Expert Validation , Sultan Abdulaziz Alarifi

Worker Use Of Social Media For Informal Learning In A Corporate Environment , Susan N. Genden

Construct Validation Of A Learning & Talent Development Strategic Alignment Scale , Karen Hicks

A Multiple Case Exploration Of Designers And Reflection In The Design Space , Tamme L. Quinn Grzebyk

Theses/Dissertations from 2014 2014

A Designed Research Study Examining The Impact Of Using A Motivational Model For Mastering The Crash Cart , Debra Amaro

Effects Of Interdisciplinary Designers Reflecting-In-Action During Design , John William Baaki

An Exploration Of Emotional Intelligence And Its Relationship To Higher Education Effective Leadership Practices Of Leaders In A Community College Environment , Vicki Golden

The Role Of Reflection In Expert Teacher Instruction , Elizabeth Ann Gross

A Case Study Of The Impact Of A Sytematic Evaluation Process In A Graduate Medical Education Residency Program , Heidi T. Kromrei

The Road Taken: A Between And Within Subjects Study Of Intervention Selection Decisions By Performance Improvement Professionals , Hillary Leigh

Role & Constructivist Competencies Of An Online Instructor: Elements Of An Online Course , Marsha Linette Parker

Competencies For A Leadership Role In Educational Development , Kristi Jordan Verbeke

Theses/Dissertations from 2013 2013

An Empirical Examination And Metaevaluation Of The Impact Evaluation Process , Anne Maechling Blake

Practice As Pedagogy: Learning Through Participation In The Caribexams Online Community Of Practice , Kathy-Ann Daniel-Gittens

Bridging The Divide: Second Language Teachers, Pedagogy, Content Knowledge, And Technology , Margo Fryling

A Design-Based Research Study Examining The Impact Of Motivational Emailed Messages To First Year Students , Sara Elizabeth Kacin

Instructional Designers' Perceptions Regarding Preparation For Practice In A Health Care Environment , Nandita S. Mani

The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students , Wendye Dianne Mingo

Electronic Performance Support Systems: Comparison Of Types Of Integration Levels On Performance Outcomes , Sharon A. Phillips

Using Academic Advising To Increase Motivation And Engagement In First-Year College Students , Lisa Remsing

A Model For Designing Instructional Narratives For Adult Learners: Connecting The Dots , Debra Mary Smith

The Use Of Cognitive Apprenticeships To Teach Learner-Centered Instructional Strategies In An Undergraduate Learning Environment , Jill E. Stefaniak

Effect Of Personalized Instruction On The Achievement Of Solving Mathematical Word Problems , Danica Vukmirovic

The Rigor/relevance Framework©:its Relationship To K-12 Student Achievement On Statewide Tests , Catherine Colagross Willoughby

Theses/Dissertations from 2012 2012

Competencies of expert web-based instruction designers , Yonghui Chen

A higher education case: millennial experience toward learning through a virtual world designed as an authentic learning environment , Marija Franetovic

Case study: evaluating performance outcomes of a technology change management initiative in a health care organization , Dion Nathanial Johnson

A Needs Assessment Of Knowledge, Skills, And Values For Urban Planning Professionals Based On Competencies Set Forth By Professional Planning Organizations , Chade Saghir

Changing the way we build games: a design-based research study examining the implementation of homemade powerpoint games in the classroom , Jason Paul Siko

The mental model comparison of expert and novice performance improvement practitioners , Sacip Toker

Examining the factors of a technology professional development intervention , Kelly L. Unger

An Investigation Of Performance And Participation In Employee Resource Groups At A Global Technology Company , Glenda Ward

Theses/Dissertations from 2011 2011

Saudi Students' Attitudes, Beliefs, And Preferences Toward Coeducational Online Cooperative Learning , Salim Alanazy

An Assessment Of The Readiness Of King Fahad Medical City, Saudi Arabia, In Adopting Effective Online Staff Development Programs , Adnan Dhafer Alwadie

The effect of interactive technology on informal learning and performance in a social setting , Timothy Clay Boileau

Best practices, leadership strategies and a change model for implementing successful online programs at universities , Sangeetha Gopalakrishnan

Computer attitude, and the impact of personal characteristics and information and communication technology adoption patterns on performance of teaching faculty in higher education in Ghana, West Africa , Josephine A. Larbi-Apau

Computer simulation in mass emergency and disaster response: An evaluation of its effectiveness as a tool for demonstrating strategic competency in emergency department medical responders , Daniel Joseph O'Reilly

A mediated model of trust and its antecedents in the client-consultant relationship , William L. Solomonson

"The Innocent Eye": changing pre-service teachers' perceptions of the teaching of visual arts , Wayne Joseph Tousignant

Theses/Dissertations from 2010 2010

A Needs Assessment Of The Knowledge, Skills And Use Of Finance Competencies By Human Performance Technology Practitioners , Ann Tai Chow

The Effects Of Instructor-Learner Interactions On Learner Satisfaction In Online Masters Courses , Angelene Carol Mclaren

Development And Validation Of A Measurement Scale To Analyze The Environment For Evidence-Based Medicine Learning And Practice By Medical Residents , Fangqiong Mi

The Influence Of Transfer System Factors And Training Elapsed Time On Transfer In A Healthcare Organization , Beverly Jo Mihalko

Enhancing Education Through Technology: Prinicpal Leadership For Technology Integration In Schools , Lisa R. Rivard

The Effects Of Self-Directed Teams In An Automotive Manufacturing Environment , David Wayne Shall

Theses/Dissertations from 2005 2005

Impact of audio text, visual text and cueing on cognitive load and performance , Nardina N. Mein

Theses/Dissertations from 2003 2003

An EPSS approach to automated instructional design : its effect on novice designers' development , Lionel L. Douglas

Influences upon academic achievement : the relationships among cognitive strategies, metacognitive strategies and motivation , Reed. Brett J.

The impact of automated instructional design on instructional quality , Letitia N. Uduma

Theses/Dissertations from 2002 2002

The impact of gender differences and levels of expertise in instructional design , Charlotte A. Chase

The relationship between trainee characteristics, situational cues and consequences in the work climate and transfer of training , Susan A. Claiborne

An analysis of perception of factors that influence microcomputer use in three urban public schools , Deborah. Gross

The impact of learner control over sequencing on retention and transfer in time-controlled web-based instruction , David John Maier

The effects of trainee background and motivational factors on chemical safety knowledge, behavior, and attitudes , Sarunas Stasys. Mingela

Advanced Search

• Notify me via email or RSS
• WSU Libraries
• Collections
• Disciplines

Author Corner

Home | About | FAQ | My Account | DigitalCommons@WayneState ISSN 2572-8601

Accessibility Statement | Privacy Policy

Doctor of Education in Educational Technology

100% online program.

The doctoral program in educational technology, leading to an EdD degree, has as its goal the development of innovative leaders in the field. You can explore the use of current and emerging technologies for effective and efficient teaching in a dynamic, global society. Areas of particular focus include online teaching and learning, technology integration, academic technology leadership, innovative teaching in K-12 and higher education, educational software development for the web and mobile platforms, and educational Games and simulations.

The EdD in Educational Technology program at Boise State University can be completed entirely online; there are no on-campus or in-person requirements. All courses and exams/defenses can be completed at a distance, though in some cases synchronous (same time) attendance is required.

About this Program

• Format : The EdD in Educational Technology program is 100% online.
• Official Degree Name:  Doctor of Education in Educational Technology
• Degree Type:  Doctor of Education

Note: Content on this page is provided as a quick reference for planning. All official course descriptions/degree requirements/admission standards/program learning outcomes/etc. are published on the Graduate College’s website  Graduate Catalog .

What can I do with this degree?

Graduates from our EdD program have opportunities in different areas. For example, some of our graduates work in higher education either as faculty or instructional designers helping faculty and students with the course design and technical support. Other graduates work as instructional designers in different environments such as schools, school districts, or other educational environments.

Our students do research in diverse areas in educational technology, such as professional development, online learning, learning analytics, data mining, games and simulations, and mobile technologies.

Degree Requirements and Advising Resources

Admission requirements.

Applicants are required to have earned at least a baccalaureate degree and a master’s degree from a regionally accredited U.S. college or university or a degree from a non-U.S. institution of higher education that is judged equivalent to a U.S. baccalaureate degree and master’s degree by the International Admissions office and have an undergraduate grade point average (GPA) of 3.00 (based on a 4-point scale) computed for all undergraduate credits from the applicant’s most recent baccalaureate degree and a graduate (GPA) of 3.50 (based on a 4-point scale) computed for all graduate credits.

A prospective student may apply at any time and should follow the general graduate application procedure for degree-seeking students (see Graduate Admission Regulations ). Admission to the program is based on:

• Official transcripts from all colleges attended.
• A letter of application that adheres to the guidelines linked from the EdD Program Application page.
• A current résumé or curriculum vitae.
• A writing sample.
• Three letters of recommendation.
• GRE Scores: The GRE is not required for an application, but can be submitted if the applicant desires to do so.

Learn more about our Admissions process by reading our  EdD Application Guidebook

Note: Ed.D. students can also earn a graduate certificate in one of the specializations: GAMES AND SIMULATIONS, ONLINE TEACHING, SCHOOL TECHNOLOGY COORDINATION, INSTRUCTIONAL TECHNOLOGY COACHING, TECHNOLOGY INTEGRATION, COMPUTER ASSISTIVE LANGUAGE LEARNING, ASSISTIVE TECHNOLOGY (STARTING FALL 2021), DIGITAL LITERACIES INSTRUCTION (STARTING FALL 2021), or DESIGNING ACCESSIBLE ONLINE EDUCATION (STARTING FALL 2021). In order to do so, please indicate the appropriate certificate on the Graduate Admissions application form. It is important for students to apply for a certificate before starting the course work.

Program Requirements

For course descriptions, please visit our  Course Information .

Students in the online Doctor of Education in Educational Technology program are not required to be physically present on campus for classes, presentations, etc. In most cases, students are required to be enrolled in seven graduate credit hours per semester for the first two years of the program (exceptions are made based on a plan of study that accounts for transfer credits). Students must be enrolled in at least one credit hour every semester thereafter until successfully defending the dissertation (even if all courses and thesis hours have been completed).

Application Deadlines

Submit application and admission materials well in advance of the deadline to ensure the application is complete by the deadline. Please note that all new cohorts start in the FALL semester.

• Early Review Deadline: No later than the first Monday of November*
• Regular Deadline: No later than before the first Monday of February

* At the early review deadline, selected applications will go through our review process. If an applicant is offered a place in the upcoming cohort (which starts the following fall semester), they can take class(es) in the upcoming spring and/or summer semesters related to the elective or cognate requirements, if so desired – there is no obligation to do so. If a completed application is ready by early November, but is not reviewed in the “early review” cycle, it will be reviewed again during the regular Spring review starting in February.

EdD Program Handbook

Advanced Graduate Programs Handbook

Estimated Costs

The cost per credit is $599 for courses numbered in at the 600 level, and $478 per credit for courses numbered at the 500-level. Doctoral students take a total of 60 credits with a mix of 500-level and 600-level courses.

To see an estimate of the other costs, please refer to our Tuition page .

The College of Education also offers a range of scholarship opportunities. 

Have questions or need more information? Contact us or explore related resources.

Request More Information

Edd application guidelines.

Home > USC Columbia > Education, College of > Educational Studies > Educational Studies Theses and Dissertations

Educational Studies Theses and Dissertations

Theses/dissertations from 2023 2023.

Centering the Teacher: How an Autonomy-Supportive Environment Impacts Arts Educators’ Sense of Agency and the Collaborative Culture of Their Education Networks , Kyle Andrew Anderson

Effects of a Self-Monitoring Tracking System Combined With Blended Learning Intervention Time on Students’ Self-Regulated Learning Skills And Academic Performance , Jennifer E. Augustine

The Integration of Simulation-Enhanced Interprofessional Education Into Undergraduate Clinical Laboratory Science Curriculum , Dana Powell Baker

Reading Strategies: Impact on Fifth Grade African American Males’ Reading Comprehension and Motivation to Read , Patrice Antoinette Barrett

Tip of the Iceberg in Changing School Culture: Acknowledging and Addressing Microaggressions , Nicole Lauren Becker

The Impact of Ability Grouping on Academic Achievement in Elementary Reading , Kristi Bissell

Impacts of Technology-Enhanced Dual Enrollment Mathematics Course on Rural High School Students’ Intentions of Going to College , Nicolae Bordieanu

Educative Curricular Supports Used to Improve High Cognitive Demand Task Implementation in High-Dosage Mathematics Tutorial , Halley Bowman

Creating a Culturally Inclusive American Literature Classroom , Holly R. Bradshaw

The Impact of a Series of Professional Development Sessions on Culturally Responsive Pedagogy (CRP) on the Awareness Level of Seven Teachers at a Suburban High School , Charity Jo Brady

The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts , Kerise Amaris Broome

Evaluating the Impact of Personalized Professional Learning on Technology Integration in the Classroom , Angela Bishop Burgess

An Exploration of Perinatal Stress and Associated Mental Health of Transitioning First-Time Fathers , Timothy Reed Burkhalter

A Study of Computational Thinking Skills and Attitudes Towards Computer Science with Middle School Students , Lorien W. Cafarella

Using Critical Reflection to Mitigate Racial Implicit Bias and Enhance Cultural Humility: A Nursing Faculty Action Research Study , Teresa Stafford Cronell

Mitigating Student Anxiety in the Secondary Classroom: A Culturally Sustaining Approach , Erin Hawley Cronin

Daily Activities and Routines: A Comparative Case Study of the Home Language and Literacy Environment of Spanish-Speaking Toddlers With and Without Older Siblings , Eugenia Crosby-Quinatoa

Supporting Improvement in Academic Outcomes and Self-Efficacy for Black Male Varsity Athletes , Katherine M. Currie

Online Professional Development’s Effect on Teachers’ Technology Self-Efficacy and Continuance Intention to Use Pear Deck , Katherine Shirley Degar

Empowering Teachers to Support MTSS Students: An Action Research Study , Sahalija Dentico

Multisensory Phonics Instruction in Struggling Readers , Amanda M. Dixon

Student Engagement Action Research a Focus on Culturally Relevant Instructional Methods , Amia Dixon

Instructional Coaching: A Support for Increasing Engagement in Middle School Mathematics , Christi Ritchie Edwards

A Holistic View of Integrated Care Within Counselor Education: A Multi-Manuscript Dissertation , Alexander McClain Fields

Faculty Perceptions of Readiness and Confidence for Teaching Online: An Evaluation of Online Professional Development , Kevin Brent Forman

The Effect of Instructionally Embedded Cognitive Reframing on Students’ Self-Beliefs of Their Mathematical Competence , Kelly Eyre Frazee

An Examination of Physical Literacy: Learning Through A Technology Integrated, Flipped Classroom Approach. , Euan M. S. Frew

Increasing Phonemic Awareness in Intellectually Impaired Students by Using Wilson’s Fundations Phonics Program in a Self-Contained Classroom , Theresa Lynne Garcia

A Causal Comparative Study of the Effects of Physical Activity Course Enrollment on College Students’ Perceived Wellness, Mental Health, and Basic Psychological Needs , Genee’ Regina Glascoe

The Effect of Computer-Based Learning Modules on Pre-Algebra Student Proficiency and Self-Efficacy in Manipulating Math Expressions Involving Negative Signs , Brian Charles Grimm

Exploring Literary Responses to Culturally Relevant Texts Through an AsianCrit Lens: A Collective Case Study of Chinese American Students in a Community-Based Book Club , Wenyu Guo

Building Leadership Capacity to Support International Educators: A Professional Learning Series , Amanda Hajji Minnillo

Unveiling the Lifeworld of Educators’ Social Justice Journeys: A Phenomenological Investigation , Maria Rocas Halkias

The Influence and Impacts of Critical Literacy Intervention in Preservice Teachers Culturally Responsive Teaching Self-Efficacy: A Mixed Methods Study , Heather Lynn Hall

Stories From North Carolina Teachers of Color: An Inquiry of Racialized Experiences in the Workplace. , Deborah Stephanie Harrison

Electronic Portfolios in a High School Community of Practice: Action Research Exploring Writing Experiences in an Advanced Placement Writing Course , Archibald Franklin Harrison IV

The Effects of Problem-Based Learning on Mathematics Motivation in a Flipped Classroom Instructional Environment , Joshua David Harrison

University, City, and Community: Athletics Urban Renewal Projects and the University of South Carolina’s Carolina Coliseum and Blatt Physical Education Center, 1964–1971 , Theresa M. Harrison

Stories from North Carolina Teachers of Color: An Inquiry of Racialized Experiences in the Workplace. , Deborah Stephanie Harrisson

Examining the Perceptions and Knowledge of School Administrators in Special Education , Maranda Hayward

Supporting Black Students in Sixth-Grade Science Through a Social Constructivist Approach: A Mixed-Methods Action Research Study , Kirk Anthony Heath

Effects of Choice Reading on Intrinsic Motivation in Underperforming Sixth-Grade Students , Heather M. Henderson

Academic Success and Student Development in the Health Professions: An Action Research Study , Molly Ellen Higbie

Deficit Thinking in Teacher Course Level Recommendations , Andrew Hogan

Increasing English Progress Proficiency of Multilingual Learners Utilizing Improvement Science , Stephanie Corley Huckabee

The Impact of Cognitive Coaching on High School English Teachers’ Implementation of Metacognitve Reading Strategies , Charrai Hunter

Digital Literacy Integrated Into Academic Content Through the Collaboration of a Librarian and a Core Content Teacher , Jeri Leann Jeffcoat

The Effects of Hip-Hop and Rap Music Intervention to Improve the Wellbeing of Black and African American Men , Lanita Michelle Jefferson

The Effects of Learner-Centered Professional Development and Supporting Effective Teaching Practices in Elementary-Level Professional Learning Communities , Lisa Suther Johnson

Examining the Relationship Between Multicultural Training and Cultural Humility Development in CACREP-Accredited Counselor Education Programs , Sabrina Monique Johnson

Multimodal Digital Literacy Practices: Perspectives of L2 Academic Writing Instructors , Priscila Jovazino Bastos Medrado Costa

Using Yoga, Meditation, and Art Therapy to Combat Complex Trauma and Promote Social–Emotional Learning in the Art Room , Karen Emory Kelly

Perspectives, Motivations, and Resistance: Investigating Employee Responses to Employer-Sponsored Diversity Training , Robert Kerlin

STEM Educators’ Perceptions of Gender Bias and the Contributing Factors That Persist for Women in STEM Education , Haleigh Nicole Kirkland

A Qualitative Study Examining and Comparing Families’ and Teachers’ Perceptions of School Readiness , Shalonya Cerika Knotts

The Impact of Differentiated Affective Curriculum on the Asynchronous Social and Emotional Development of Gifted Elementary Students , Michelle Koehle

Supporting Self-Efficacy Through Mindset: The Impact of a Growth Mindset Innovation on the Self-Efficacy of Middle School Students in a Teen Leadership Course , Shannon J. Kojah

The Evolution of Contextualized, Discourse-based Professional Development to Support Elementary Teachers in the Implementation of Conceptual Mathematical Teaching Practices , Jennifer Aren Kueter

A Critical Examination Of An in Class Tabata Based Physical Fitness Protocol on Student Engagement Levels in a Sixth Grade Math Class , Justin R. Kulik

Mathematics Teachers’ Attitudes and Intentions Towards Instructional Videos as Part of a Flipped Learning Model , Jessica Lee Lambert

Reimagining Parent-Teacher Relationships Through Human Centered Design , Andrea Lynn Lance

Increasing Math Knowledge in 3 rd Grade: Evaluating Student Use & Teacher Perceptions of Imagine Math , Paoze Lee

Utilizing Case Studies to Increase Critical Thinking in an Undergraduate Anatomy & Physiology Classroom , Sarah E. Lehman

Exploring Chinese International Students’ Motivational Factors in Non-Mandatory Event Participation , Aimin Liao

Preparing In-Service Elementary Teachers to Support English Language Learners: A Qualitative Case Study of a Job-Embedded Professional Development Using TPACK , Rachel Theresa Lopez

Impact of Virtual Models on Students’ Multilevel Understanding of an Organic Reaction , Eli Martin

Weathering the COVID-19 Pandemic: A Study Examining How the Lived Experience Affected English Learners , Mary Kathryn Maxwell

Racial Orientations: A Phenomenological Approach , Nicholas Mazur

Measuring the Impact of Peer Coaching on Teacher Effectiveness at Friendship County High School , Whittney Michele McPherson

The Effects of Technology Integration on Academic Performance and Engagement of Third Grade Social Studies Students: A Mixed Methods Study , Ashley Megregian

Beyond the Acronym of STEM: Experiential Learning Professional Development for Integrative STEM Education , Christine Mitchell

Counter-Stories From Former Foster Youth: College Graduates Disrupting the Dominant Narrative , Amanda May Moon

Supporting LGBTQ+ ELA Students Through Action Research , Nicole Mustaccio

What Are They Thinking?: A Qualitative Study of Secondary Students’ Critical Thinking in Online Classes , Scott Allan Nolt

Impact of the Engineering Design Process on Rural Female Students’ Achievement and Self-Efficacy , Whitney Lowery Oberndorf

Shakespeare in Virtual Reality: Social Presence of Students in a Virtual Reality Book Club , John Funchess Ott Jr.

Teacher Observations as Professional Development Opportunities , Ashton Carrie Padgett

Reading Motivation and Retrieval Practice of United States Undergraduates Aged 18 to 23 , Robyn M. Pernetti

A Descriptive Study of Factors That Support and Hinder Classroom Discourse With English Learners , Jillian Camille Plum

Implementing Meaningful Problem-Based Learning in a Middle School Science Classroom , Celestine Banks Pough

Coaching to Success: Moving From a Fixed Mindset to a Growth Mindset Through Positive Motivation , Shannon Dianna Ramirez

Critical Literacy and Student Engagement: Disrupting the Canon in the Secondary English Classroom , Katherine Burdick Ramp

Pursuing Culturally Responsive Math Teaching By Secondary Math Educators: A Professional Development Action Research Study , Emily Bell Redding

The Impact of a Literacy Program on Summer Reading Setback: Providing Access to Books and Project-Based Learning , Tiffany Gayle Robles

Decentering the White Gaze: The Effects of Involving African-American Students in Curricular Decision-Making in an Independent School Library , Michelle Efird Rosen

Critical Literacy and Self Efficacy Among Secondary Students Repeatedly Engaged in Literacy Intervention , Haley Rowles

Transforming Lessons and Those Who Write Them: Professional Development for Educational Content Writers to Integrate Technology Into Lessons Using the Tpack Framework , Rachael Patricia Santopietro

An Examination of Semester-Long Review of Behavior Referral Data at a High School in a Southeastern State , Shalanda L. Shuler

Instructional Hub: Bridging the Gap in Teacher Preparation for Online Instruction , Charity Beth Simmons

The Impact of the Flipped Classroom Model on Elementary Students’ Achievement and Motivation for Learning Geometry , Kimberly M. Smalls

If Not Me, Then Who? A Study of Racial and Cultural Competence in a High School English Department , DiAnna Sox

“So, the World Isn’t Just Old White Guys?”: Student and Teacher Experiences in a Culturally Relevant Advanced Placement Chemistry Class , Jason Thomas Sox

1, 2, 3: Counting on Problem Based Learning to Improve Mathematical Achievement in African American Students , Kelley P. Spahr

The Use of Project-Based Learning to Scaffold Student Social and Emotional Learning Skill Development, Science Identity, and Science Self-Efficacy , Michelle Sutton Spigner

How Do the Students Feel? Long-Term English Learners and Their Experience Under the ESL Label , Molly M. Staeheli

My Journey Toward a Culturally Relevant Music Pedagogy , Adam Michael Steele

Implementation of Digital Flashcards to Increase Content-Specific Vocabulary Knowledge and Perceptions of Motivation and Self-Efficacy in an Eleventh-Grade U.S. History Course: An Action Research Study , Jill Lee Steinmeyer

Family Therapy, K-12 Public Education, and Discipline Risk: A Scoping Review and Relationship Analysis Multiple Manuscript Dissertation , Cara Melinda Thompson

The Impact of Extended Professional Development in Project-Based Learning on Middle School Science Teachers , Margrett Caroline Upchurch-Ford

The Contribution of Self-Efficacy and Counselor Biases Effects on Clinical Reasoning in New Counselors , Ashley Faith Waddington

Page 1 of 8

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines

Submissions

• Give us Feedback
• University Libraries

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

Advertisement

Educational Technology Adoption: A systematic review

• Published: 05 April 2022
• Volume 27 , pages 9725–9744, ( 2022 )

Cite this article

• Andrina Granić   ORCID: orcid.org/0000-0002-4266-3406 1  

21k Accesses

57 Citations

1 Altmetric

Explore all metrics

A Publisher Correction to this article was published on 19 April 2022

This article has been updated

During the past decades a respectable number and variety of theoretical perspectives and practical approaches have been advanced for studying determinants for prediction and explanation of user’s behavior towards acceptance and adoption of educational technology. Aiming to identify the most prominent factors affecting and reliably predicting successful educational technology adoption, this systematic review offers succinct account of technology adoption and acceptance theories and models related to and widely applied in educational research. Recognised journals of the Web of Science (WoS) database were searched with no time frame limit, and a total of 47 studies published between 2003 and 2021 were critically analysed. The key research findings revealed that in educational context a vast majority of selected studies explore the validity of Technology Acceptance Model (TAM) and its many different extensions (N=37), along with TAM’s integrations with other contributing theories and models (N=5). It was exposed that among numerous predictors, thematically grouped into user aspects, task & technology aspects, and social aspects, self-efficacy, subjective norm, (perceived) enjoyment, facilitating conditions, (computer) anxiety, system accessibility, and (technological) complexity were the most frequent predictive factors (i.e. antecedents) affecting educational technology adoption. Considering types of technologies, e-learning was found to be the most common validated mode of delivery, followed by m-learning, Learning Management Systems (LMSs), and social media services. The results also revealed that the majority of analysed studies were conducted in higher education environments. New directions of research along with potential challenges in educational technology acceptance, adoption, and actual use are discussed as well.

Similar content being viewed by others

Technology Acceptance and Adoption in Education

Utilitarian and experiential aspects in acceptance models for learning technology

Explore related subjects.

• Artificial Intelligence
• Digital Education and Educational Technology

Avoid common mistakes on your manuscript.

1 Introduction

Over the last half-century, a vast number of adoption theories and technology acceptance models, along with a plethora of their extensions and modifications has been advanced. Aiming to explore their applicability, as well as to enhance their predictive validity, proposed theories and models have been extensively used in assessment of various Information and Communication Technology (ICT) products and services. Commonly, technology adoption is a term that refers to the acceptance, integration, and embracement of any types of new technology. Technology acceptance, as the first step of technology adoption, is an attitude towards technology, and it is influenced by various factors. According to the Innovation Diffusion Theory (IDT) (Rogers, 1962 , 1995 ), adoption is a decision to make full use of technology innovation as the best course of action available. The key to adoption is that the adopter (individual or organization) must perceive the idea, behavior, or product as new or innovative. As for technology adoption research at the individual level, numerous theories and models have been used to predict and explain human behavior towards technology acceptance, adoption and usage.

Education presents an area of great interest in incorporating new technologies, thus technology acceptance and adoption theories and models are often used to inform research in educational context. Such setting is characterised by a great variety of potential users of various types of technology embraced in the process of learning, teaching, and assessment. Some of the most influential theoretical approaches involve (listed in chronological order with relevant illustrative example research):

Technology Acceptance Model (TAM) (Davis, 1986 , 1989 ), the widely used reliable model, to explore new facilitating technologies in educational context, ranging from social media platforms (Yu, 2020 ) to the technology aimed at helping the learning process through teaching assistant robots (Park and Kwon, 2016 ), simulators (Lemay, Morin, Bazelais & Doleck, 2018 ), and virtual reality (Jang, Ko, Shin & Han, 2021 );

Decomposed Theory of Planned Behavior (DTPB) (Taylor & Todd, 1995 ) to understand university students’ adoption of WhatsApp in learning (Nyasulu & Chawinga, 2019 ), to explore factors that influence teachers’ intentions to integrate digital literacy (Sadaf & Gezer, 2020 ), as well as to examine factors that impact the acceptance and usage of e-assessment by academics (Alruwais, Wills & Wald, 2017 );

Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh, Morris, Davis & Davis, 2003 ) to study core factors affecting the university students’ attitude towards adoption of online classes during COVID-19 (Tiwari, 2020 ), to explore the factors that influence preservice teachers’ acceptance of ICT integration in the classroom (Birch & Irvine, 2009 ), and students’ usage of e-learning systems in developing countries (Abbad, 2021 );

Extended UTAUT (UTAUT2) (Venkatesh, Thong & Xu, 2012 ) to evaluate acceptance of blended learning in executive education (Dakduk, Santalla-Banderali & van der Woude, 2018 ), and to examine preservice teachers’ acceptance of learning management software (Raman & Don, 2013 ).

Several reviews and meta-analysis that summarize empirical research have been focused on specific topics in the field of education, for example: (i) particular technology adoption model , like the meta-analysis dealing with TAM in prediction of teachers’ adoption of technology (Scherer, Siddiq & Tondeur, 2019 ), and the quantitative meta-analysis to identify the most commonly used external factors of TAM in the context of e-learning adoption (Abdullah & Ward, 2016 ); (ii) specific type of users , like reviews conducted to understand factors influencing academics’ adoption of learning technologies (Liu, Geertshuis & Grainger, 2020 ), to explore factors that affect teachers’ acceptance and use of ICT in the classroom (Gamage & Tanwar, 2018 ), as well as to study factors affecting students’ adoption and continuation of technology use in online learning (Panigrahi, Srivastava & Sharma, 2018 ); (iii) particular technology and mode of delivery , like reviews carried on to explore factors affecting blended learning adoption and implementation in higher education (Anthony, et al. 2020 ), to study technical factors affecting users’ intentions to use mobile phones as learning tools (Alghazi, Wong, Kamsin, Yadegaridehkordi & Shuib, 2020 ), as well as to examine the most prominent external factors affecting learning management systems (LMSs) adoption in higher educational institutions (Al-Nuaimi & Al-Emran, 2021 ). Besides, some theoretical work aimed to identify determinants of learning technology acceptance, but it was more focused on original constructs of reviewed technology adoption theories, like in the study conducted by Kaushik and Verma ( 2020 ).

However, to the best of authors’ knowledge, currently there is hardly a holistic view of factors that affect and reliably predict successful acceptance and adoption of technology engaged in educational process. Understanding these aspects can be beneficial and can help in an improvement of both, research and educational practices. Hence, this concept-centric review aims at addressing this concern with the following two main research questions (RQs):

RQ1. Which technology acceptance and adoption theories and models are widely applied in educational research?

RQ2. Which are the most prominent predictive factors (i.e. antecedents) affecting educational technology adoption?

2 Research Approach

The research scope of this systematic review is narrowed and piloted towards understanding the most recognized and applied theoretical models, as well as the most influential predictive factors affecting various technologies used to support the process of knowledge transfer and acquisition. Due to massive work worldwide, this study is used to offer succinct account of predominant predictors in educational technology adoption, and certainly cannot be all-encompassing. With the aim to filter and narrow the search, but at the same time to cover representative literature from recognised journals, the Web of Science (WoS) Current Contents Connect (CCC) database was searched. The search was not limited to a precise timespan. To denote different technology acceptance models and theories, the search was conducted using relevant terms connected with Boolean operators “OR” and “AND”, specifically (“theor*” OR “model”) AND (“technolog*”) AND (“adoption” OR “acceptance”) . To locate education related studies, (“education*” OR “learn*”) search terms were joined with the aforementioned ones by means of the operator “AND”. Truncation was used to cover all variations of some keywords, for example, the search term “ technolog* ” was used to search for literature that included the word “technology” as well as “technologies”.

It was searched for studies that have specified search terms in publication title (the filter “TITLE” was selected). For the purpose of this review, specified inclusion criteria enabled selection of studies that report on technology acceptance and adoption theories and models in which some type of ICT products and services to support the process of learning and teaching was used (in this context indicating all classes of technologies, interactive systems, environments, tools, applications, services, platforms, and devices). To be included, studies had to report on empirically evaluated research model and related research hypothesis. Besides, studies must be published as peer-reviewed journal articles written in English language. On the subject of exclusion criteria , studies that do not clearly and credibly describe model/theory constructs or variables, and the relationships among them, were not considered as valid to be selected and included in the analysis. In addition, theoretical studies published as peer-reviewed journal articles, specifically reviews and meta-analysis, were excluded as well.

The literature search was conducted in August 2021. No time frame period was specified; 1998-2021 is the full range of the CCC database search engine. In this inquiry, 71 publications that included specified search terms in the publication title were identified. Considering only peer-reviewed journal articles written in English, the number of 67 journal and review articles was reached. Title, abstract and full text of the filtered literature were screened to ensure publication suitability and relevance. Accordingly, the qualified publications were retained and eleven unrelated ones were excluded, thus narrowing the number and leaving for further detailed analysis 56 publications. Out of 56 identified journal articles, 47 publications were found to be compliant with the purpose of this study, while 9 publications offered theoretical work which summarized empirical research focused on specific topics in educational technology acceptance and adoption.

In view of the identified theoretical work, the majority of studies offered meta-analysis and reviews of Technology Acceptance Model (TAM) based studies in education (N=6), specifically (Dimitrijević & Devedžić, 2021 ; Granić & Marangunić, 2019 ; Kemp, Palmer & Strelan, 2019 ; Scherer et al., 2019 ; Al-Emran, Mezhuyev & Kamaludin, 2018 ; Abdullah & Ward,2016), while just few publications addressed other acceptance models and theories, in particular Unified Theory of Acceptance and Use of Technology (UTAUT) (Bervell & Umar, 2017 ), Senior Technology Exploration, Learning and Acceptance (STELA) model (Tsai, Rikard, Cotton & Shillair, 2019 ), along with Straub’s ( 2009 ) study in a context of informal learning which examined adoption processes through the lenses of Innovation Diffusion Theory (IDT), Concerns-Based Adoption Model (CBAM), TAM and UTAUT.

3 Results and Discussion

The analysis of 47 publications found to be compliant with the purpose of this study is presented and discussed in the following.

3.1 Publication History and Distribution by Countries

Considering the history of publishing, Fig.  1 shows the trend of publication frequency which started in 2003, and can be followed until 2021. The majority of studies has been published in the last decade thus reflecting an increased attention given to the researched domain. It can be noticed that there are only three identified studies in 2021, but this is connected with the fact that the search was undertaken in August 2021, and several potentially relevant articles/studies are not published yet.

Publication history

The interest of researchers worldwide in educational technology acceptance and adoption is evident (see Fig.  2 ). Most of the identified studies were conducted in Taiwan (N=7), followed by relevant research carried out in South Korea and USA (N=4), Spain (N=3), Canada, China, Hong Kong, Malaysia, Pakistan, Singapore and Turkey (N=2). In the rest of illustrated countries only single studies were piloted (alphabetical order): Azerbaijan, Cyprus, France, Hungary, Lebanon, Libya, Netherlands, Nigeria, Oman, Philippines, South Africa, UK, United Arab Emirates, as well as Qatar & USA.

Distribution of selected articles by countries

3.2 Type of Technologies and Modes of Delivery

This research revealed a diversity of ICT products and services employed in educational context, here referring to all classes of technologies, interactive systems, environments, tools, applications, services, platforms, and devices used in the selected research. Considering types of technologies and modes of delivery used to support the process of learning and teaching, it is noticeable that almost half of the analysed studies (N=20) validated e-learning technologies, in selected research referred to as e-learning systems (Hanif, Jamal & Imran 2018 ), e-learning platforms (Song & Kong, 2017 ), e-learning environments (Esteban-Millat, Martinez-Lopez, Pujol-Jover, Gazquez-Abad & Alegret 2018 ), e-learning tools (Tarhini, Hone, Liu & Tarhini 2016 ), web-based learning systems (Calisir, Gumussoy, Bayraktaroglu & Karaali 2014 ), Internet-based learning systems (Saade & Bahli, 2005 ), or just e-learning (Abdou & Jasimuddin, 2020 ). Many studies dealt with mobile learning (N=6) in which context mobile computing devices (Lai, 2020 ), mobile technology and apps (Briz-Ponce & Garcia-Penalvo, 2015 ), tablet personal computers (Moran, Hawkes & El Gayar, 2010 ), or just m-learning (Iqbal & Bhatti, 2015 ) was validated. Learning Management Systems (LMSs) in general, along with specific LMSs in particular, like Blackboard (Yi & Hwang, 2003 ), Moodle (Nagy, 2018 ), and Moodle gamification training platform (Vanduhe, Nat & Hasan, 2020 ), were also frequently researched (N=6).

Besides, some studies (N=5) counted on social media services/platforms at large (Al-Rahmi, Shamsuddin, Alturki, Aldraiweesh, Yusof, Al-Rahmi & Aljeraiwi, 2021), as well as on WeChat (Yu, 2020 ) and YouTube (Lee & Lehto, 2013 ) in particular. Since educational possibilities of virtual reality (VR) and augmented reality (AR) are getting more attention, few studies (N=3) were focused on VR technology (Lin and Yeh, 2019), VR and AR technology (Jang, Ko, Shin & Han, 2021 ), while one earlier study concerned virtual world Second Life (Chow, Herold, Choo & Chan, 2012 ). Use of computer technology in general was examined in a couple of studies (N=2) (e.g. Teo, 2010 ), while a number of single studies considered also assistive technology (Nam, Bahn & Lee, 2013 ), collaborative technology, specifically Google applications for collaborative learning (Cheung & Vogel, 2013 ), simulation-based learning environment (Lemay, Morin, Bazelais & Doleck, 2018 ), university communication model (UCOM) which works similar to Massive Open Online Course (MOOC) (Tawafak, Romli & Arshah, 2018 ), as well as Open Educational Resources (OER) (Kelly, 2014 ). Figure  3 provides insight into a variety of validated technologies and modes of delivery.

Validated technologies and modes of delivery

3.3 Type of Participants & Sample Size

Another aspect refers to different types of involved participants/users. In a great majority of analysed research (N=29) university students were the most commonly chosen sample group, since most data from web-based questionnaires and/or mailed surveys was collected from the universities (e.g. Salloum, Alhamad, Al-Emran, Monem & Shaalan, 2019 ; Park, 2009 ). Several studies involved employees (N=7) from a variety of organizations/companies, specifically faculty & educational stakeholders (Aburagaga, Agoyi & Elgedawy, 2020 ), bank officials (Abdou & Jasimuddin, 2020 ), business workforce (Lee, Hsieh & Hsu, 2011 ), blue-collar workers (Calisir et al., 2014 ), health nurses (Chen, Yang, Tang, Huang & Yu, 2008 ), along with employees from four international agencies of the United Nations (Roca, Chiu & Martinez, 2006 ), as well as from four industries, specifically manufacturing, information technology, marketing and government agencies (Lee, Hsieh & Chen, 2013 ). Quite a few studies engaged teachers (N=5), to be specific pre-service (Teo, 2010 ) and in-service teachers (Jang et al., 2021 ), special education teachers (Nam et al., 2013 ), as well as K-12 educators (Kelly, 2014 ). A small number of research also involved other participants, in particular university instructors (N=2) (Vanduhe et al., 2020 ), older adults (Lai, 2020 ), and senior high school students (Prasetyo, Ong, Concepcion, Navata, Robles, Tomagos, Young, Diaz, Nadlifatin & Redi, 2021). Finally, in one study information about the type of participants who took part in the conducted research was not provided (see Fig.  4 ).

It can be seen that sample size varied from the smallest sample of 72 students (Lin & Yeh, 2019) to the largest one of 2574 students involved in the study conducted by Esteban-Millat et al. ( 2018 ). However, the domination of smaller sample sizes up to 400 participants (N=30) compared to the number of larger sample sizes is notable.

Type of involved participants

3.4 Employed Technology Acceptance and Adoption Models

The conducted review clearly indicated that the vast majority of identified research used TAM model (N=42), in particular the core TAM (N=1), the extended TAM (N=36), along with some studies which integrated TAM with other individual models/theories aiming to advance TAM’s explanatory power (N=5), in particular with:

Innovation Diffusion Theory (IDT) proposed by Rogers ( 1962 , 1995 ) as the most popular model in investigating innovation acceptance and adoption (N=2), specifically (Lee et al., 2011 ; Al-Rahmi, Yahaya, Aldraiweesh, Alamri, Aljarboa, Alturki & Aljeraiwi, 2019),

Information Systems Success Model (ISSM) introduced by DeLone and McLean ( 1992 ) as a robust theoretical basis for the study of technology post-adoption (N=2), specifically (Prasetyo et al., 2021 ; Al-Rahmi et al., 2021 ),

combination of ISSM and Expectation-Confirmation Theory (ECT), a post-adoption theory offered by Oliver ( 1980 ), in work conducted by Roca, Chiu, and Martinez ( 2006 ).

Besides TAM-based research, a few studies explored also the core (N=2) and the extended (N=2) UTAUT model, along with a single research which employed extended UTAUT2 model (refer to Fig.  5 ).

Used technology acceptance and adoption models

3.5 Factors Affecting Educational Technology Adoption

This study revealed that, aiming to increase the predictive validity of TAM and UTAUT, in most selected studies (N=44) the models have been extended with different predictive (antecedent) factors . In view of UTAUT model on the one hand, those factors are related to the behavioral intention (BI) variable/construct. On the other hand, when considering TAM, the majority of identified factors represent antecedents of the two core variables of TAM, perceived ease of use (PEU) and perceived usefulness (PU), while a minor number predicts behavioral intention (BI). Among selected research, only three studies have used original models without any modifications and enhancements, in particular the core TAM (Chipps, Kerr, Brysiewicz & Walters, 2015 ) and the core UTAUT (Lai, 2020 ; Yakubu & Dasuki, 2019 ).

In addition, besides a variety of introduced predictors for the core TAM constructs, as well as TAM’s and UTAUT’s behavioral intention variable, the results exposed also a number of incorporated supplementary factors which aimed to moderate relationships among TAM’s constructs. Consequently, categorization of identified factors from models’ modifications and enhancements included in this review is conducted, and three pools of factors affecting educational technology adoption are documented:

antecedents of perceived ease of use (PEU) and perceived usefulness (PU),

behavioral intention (BI) antecedents, and.

moderating factors.

To shed-light-on, numerous identified predictive factors are thematically grouped into: (i) user aspects (individual attributes, and pleasure & usefulness), (ii) task & technology aspects , and (iii) social aspects . The categorised antecedents of TAM variables (PEU and PU), as well as TAM’s and UTAUT’s BI antecedents, along with related illustrative example research are presented in Tables  1 and 2 , respectively.

Antecedents of Perceived Ease of Use and Perceived Usefulness. By analysing the selected publications, self-efficacy was found as the most widely introduced predictive factor of TAM (N=16). In various empirical studies conducted in educational context it was revealed that self-efficacy, i.e. an individual judgement of one’s capability to use computer (e.g. Salloum et al., 2019 ; Teo, 2009 ), Internet (e.g. Nagy, 2018 ), m-learning (e.g. Park, Nam & Cha, 2012 ), e-learning (e.g. Chen et al., 2008 ) or specific application (e.g. Yi & Hwang, 2003 ), had a significant impact on the perceived usefulness and the perceived ease of use. Another widely researched predictive factors were subjective norm (N=9), defined as the degree to which an individual believes that people who are important to him/her think he/she should or should not perform the behavior in question, as well as perceived enjoyment (N=8) considered as the extent to which the activity of using the computer is perceived to be enjoyable in its own right, apart from any performance consequences that may be anticipated. It has been revealed that the subjective norm (Song & Kong, 2017 ), and enjoyment (Salloum et al., 2019 ), positively and significantly influence students’ perceived usefulness of e-learning, as well as perceived ease of use of e-learning systems (Hanif et al., 2018 ; Chang, Hajiyev & Su, 2017 )

The results indicated that system quality (e.g. Salloum et al., 2019 ) and system accessibility (e.g. Park et al., 2012 ; Hanif et al., 2018 ), along with technological complexity (e.g. Teo, 2009 ) have a significant influence on perceived ease of use. Besides, facilitating conditions , which originally provide resource factors (such as time and money needed) and technology factors regarding compatibility issues that may constrain usage, were indicated to be an essential factor that affect e-learning system (e.g. Song & Kong, 2017 ) or computer technology (e.g. Teo, 2009 ) acceptance. Finally, while the perceived playfulness, which operationalizes the question of how intrinsic motives affect the individual’s acceptance of technology, had a direct impact on the variables perceived usefulness and perceived ease of use (e.g. Padilla-Melendez, del Aguila-Obra & Garrido-Moreno, 2013 ), anxiety as a personal trait explained as evoking anxious or emotional reactions when it comes to performing a behavior, negatively affects the two core TAM variables (e.g. Chang et al., 2017 ; Calisir et al., 2014 )

Behavioral Intention Antecedents. Both self-efficacy and subjective norm were among frequently employed factors affecting attitude towards technology and behavioral intention. The results indicated that self-efficacy was found to have a direct effect and a positive influence on behavioral intention to use e-learning (e.g. Tarhini, Hone & Liu, 2014 ; Yi & Hwang, 2003 ), m-learning (e.g. Moran et al., 2010 ; Park et al., 2012 ), as well as collaborative technology (e.g. Cheung & Vogel, 2013 ), and computers (e.g. Nam et al., 2013 ; Teo, 2009 ). Subjective norm , as another important construct in providing an understanding of the determinants of usage in educational context, is shown to have strong influence on the behavioral intention to use e-learning systems/platforms (e.g. Song & Kong, 2017 ). It has been revealed that subjective norm represented by peers significantly moderate the relationship between attitude and intention toward the technology (Cheung & Vogel, 2013 )

Furthermore, perceived playfulness is found to be one of the key drivers for the adoption and use of blended learning system depending of user’s gender (Padilla-Melendez et al., 2013 ). Also, direct and indirect effect of perceived playfulness on the intention to use a computer-assisted training program has been confirmed (Lin & Yeh, 2019). Finally, the research has exposed that system accessibility was one of the dominant exogenous constructs affecting behavioral intention to use mobile learning (e.g. Park et al., 2012 )

Moderating Factors. Although the majority of selected research has been focused on finding PEU, PU and BI antecedents, there is also a growing need for understanding incorporated supplementary factors aiming to moderate the relationships among TAM variables, on the one hand, as well as those which have an impact on the model itself, on the other. In the investigation of the moderating effect of gender and age on e-learning acceptance Tarhini and colleagues ( 2014 ) have found that age moderates the effect of perceived ease of use, perceived usefulness and self-efficacy on behavioral intention, and that gender moderates the effect of perceived ease of use and social norms on behavioral intention. Yet, unexpectedly, no significant moderating effect of age on the relationship between social norms and behavioral intention was found; results also revealed no moderating of gender on perceived usefulness or self-efficacy and behavioral intention. Padilla-Melendez et al. ( 2013 ) argued that there exist gender differences in attitude and intentions to use. The main contribution of their study is provided evidence that there exist gender differences in the effect of playfulness in the student attitude toward technology and the intention to use it. In females, playfulness influences attitude toward using the system. In males, playfulness influences attitude moderated by perceived usefulness

When examining the moderating effect of individual-level cultural values on users’ acceptance of e-learning in developing countries, Tarhini et al. ( 2016 ) demonstrated that the relationship between social norms and behavioral intention was particularly sensitive to differences in individual cultural values, with significant moderating effects observed for all studied cultural dimensions, in particular masculinity/femininity , individualism/collectivism , power distance and uncertainty avoidance . As a final point, in an empirical study of the use of the General Extended Technology Acceptance Model for E-learning (GETAMEL) to determine the factors that affect students’ intention to use an e-learning system, Chang and colleagues ( 2017 ) found that technological innovation significantly moderates the relationship between subjective norm and perceived usefulness, as well as perceived usefulness and behavioral intention to use e-learning.

3.6 Integration with Other Models & Theories

Although TAM proved to be a powerful model applicable to various technologies and contexts at the individual level, research also revealed its successful integration with other contributing theories and models within a range of different application fields (Al-Emran & Granić, 2021 ). To evaluate students’ adoption of smartwatches for educational purposes, TAM has been successfully combined with Goodhue and Thompson’s ( 1995 ) Task-Technology Fit (TTF) (Al-Emran, 2021 ), and Rogers ( 1975 ) Protection Motivation Theory (PMT) (Al-Emran, Granić, Al-Sharafi, Nisreen & Sarrab, 2021 ). In addition, the Innovation Diffusion Theory (IDT) has been combined with TAM in an empirical investigation on university students’ intention to use e-learning systems (Al-Rahmi et al., 2019 ), to investigate factors affecting business employees’ behavioral intentions to use the e-learning system (Lee et al., 2011 ), as well as to explore diffusion and adoption of an open source learning platform (Huang, Wang, Yang & Shiau, 2020 ). The Information Systems Success Model (ISSM), as one of the post-adoption theories, has been integrated with TAM to help in determining factors which affected acceptance of e-learning platforms during the COVID-19 pandemic (Prasetyo et al., 2021 ), and in exploring students’ behavioral intention to use social media, specifically the perception of their academic performance and satisfaction (Al-Rahmi et al., 2021 ). Lastly, to understand e-learning continuance intention, TAM has been integrated with ISSM and Oliver’s ( 1980 ) Expectation-Confirmation Theory (ECT) (Roca et al., 2006 ).

3.7 Limitations of the Conducted Review

In the conducted review, specific criteria were used to search the WoS CCC database for relevant studies to be included and analysed. The applied research approach allowed to capture and cover only a representative selection of studies published in numerous recognized journals, and undoubtedly cannot be all-inclusive. Specification of other search criteria along with a selection of other databases might bring more and/or slightly different selection of relevant journal articles and proceeding papers. Hence, this review should be regarded as an attempt to explore relevant challenges and emerged topics in educational technology adoption field during the past. Finally, it should be noted that this study does not describe or pass any judgement on research methods and approaches employed in the analysed literature since this is out of the scope of this review.

4 Conclusion and Future Research

Over the past decades a variety of theoretical perspectives have been advanced to provide an understanding of the determinants of acceptance, adoption and usage of various technologies used to support the process of knowledge transfer and acquisition. However, it has been shown that over the years TAM has emerged as a leading scientific paradigm for studying the determinants affecting human behavior and usage of various technologies through beliefs about two factors: the perceived ease of use and the perceived usefulness (Al-Emran & Granić, 2021 ; Marangunić & Granić, 2015 ). Moreover, the conducted review once again exposed TAM predomination in educational context as well; refer also to (Granić & Marangunić, 2019 ). This study confirmed that TAM is the most widely used powerful and valid model for prediction and explanation of user’s behavior towards acceptance and adoption of various technologies used to support the process of learning and teaching.

Continuous development of new technologies, along with a growing number and diversity of users in educational context, opens new directions of research that could raise understanding of the technology acceptance, adoption, and actual use. Thus, despite the fact that extensive work has already been conducted, there is still a huge potential for further advancements, exploration and practice in this field of research. In light of current research findings, future work could follow new research directions:

to explore predictive validity of technology acceptance models and theories when applied to various supporting ICT technologies employed in a number of emerging teaching strategies , like flipped learning, gamification-based learning, and visual scaffolding, favourable communication support , like chats, discussion forums, and discussion boards, as well as relevant facilitative tools , like blogs and wikis used in educational context;

to further empirically validate predictive factors (antecedents) influencing the acceptance and adoption of technology in education which have not been so widely explored, for example perceived playfulness which has been associated with a high level of perceived usefulness (Lin & Yeh, 2019), social media usage which has indicated a positive and constructive influence on satisfaction and academic performance (Al-Rahmi et al., 2021 ), as well as psychological influence factors such as conformity behavior and self-esteem due to their positive and direct effect on perceived ease of use, perceived usefulness, perceived enjoyment and continuance intention (Yu, 2020 );

to explore some possibly significant predictive factors that still have not been adequately examined, but could be important in understanding educational technology adoption as for example, the factor dealing with task & technology aspects, that can be described as cost-effective/pennyworth , here referring to employment of efficient solutions in educational context with relatively limited budget (e.g. simulation, VR, AR, visual scaffolding/visualization);

to advance the explanatory power of individual technology acceptance and adoption models by reviewing and integrating them with already established theories and models from other fields, like social psychology – Bagozzi and Warshaw’s ( 1990 ) Theory of Trying (TofT), cognitive psychology – Bhattacherjee’s ( 2001 ) Expectation-Confirmation Model (ECM), along with information technology – Goodhue and Thompson’s (1995) Task-Technology Fit (TTF).

Change history

19 april 2022.

A Correction to this paper has been published: https://doi.org/10.1007/s10639-022-11053-0

Abbad, M. M. (2021). Using the UTAUT model to understand students’ usage of e-learning systems in developing countries. Education and Information Technologies . doi: https://doi.org/10.1007/s10639-021-10573-5

Article   Google Scholar  

Abdou, D., & Jasimuddin, S. M. (2020). The use of the UTAUT model in the adoption of e-learning technologies: An empirical study in France based banks. Journal of Global Information Management , 28(4), 38–51. doi: https://doi.org/10.4018/JGIM.2020100103

Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior , 56, 238–256. doi: https://doi.org/10.1016/j.chb.2015.11.036

Aburagaga, I., Agoyi, M., & Elgedawy, I. (2020). Assessing faculty’s use of social network tools in Libyan higher education via a Technology Acceptance Model. IEEE ACCESS , 8, 116415–116430. doi: https://doi.org/10.1109/ACCESS.2020.3004200

Al-Emran, M. (2021). Evaluating the use of smartwatches for learning purposes through the integration of the Technology Acceptance Model and Task-Technology Fit. International Journal of Human–Computer Interaction . https://doi.org/10.1080/10447318.2021.1921481

Al-Emran, M., & Granić, A. (2021). Is it still valid or outdated? A bibliometric analysis of the Technology Acceptance Model and its applications from 2010 to 2020. In Al-Emran, N., & Shaalan, K. (Eds.) Recent Advances in Technology Acceptance Models and Theories. Studies in Systems, Decision and Control , Springer Nature Switzerland AG. 1-12. doi: https://doi.org/10.1007/978-3-030-64987-6_1

Al-Emran, M., Granić, A., Al-Sharafi, M., Nisreen, A., & Sarrab, M. (2021). Examining the roles of students’ beliefs and security concerns for using smartwatches in higher education. Journal of Enterprise Information Management , 34(4), 1229–1251. doi: https://doi.org/10.1108/JEIM-02-2020-0052

Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Technology Acceptance Model in m-learning context: A systematic review. Computers & Education , 125, 389–412. doi: https://doi.org/10.1016/j.compedu.2018.06.008

Alghazi, S. S., Wong, S. Y., Kamsin, A., Yadegaridehkordi, E., & Shuib, L. (2020). Towards sustainable mobile learning: A brief review of the factors influencing acceptance of the use of mobile phones as learning tools. Sustainability , 12(24), https://doi.org/10.3390/su122410527

Al-Nuaimi, M. N., & Al-Emran, M. (2021). Learning management systems and technology acceptance models: A systematic review. Education and Information Technologies , 26, 5499–5533. doi: https://doi.org/10.1007/s10639-021-10513-3

Al-Rahmi, A. M., Shamsuddin, A., Alturki, U., Aldraiweesh, A., Yusof, F. M., Al-Rahmi, W. M., & Aljeraiwi, A. A. (2021). The influence of Information System Success and Technology Acceptance Model on social media factors in education. Sustainability , 13(14), 7770–7770. doi: https://doi.org/10.3390/su13147770

Al-Rahmi, W. M., Yahaya, N., Aldraiweesh, A. A., Alamri, M. M., Aljarboa, N. A., Alturki, U., & Aljeraiwi, A. A. (2019). Integrating Technology Acceptance Model with Innovation Diffusion Theory: An empirical investigation on students’ intention to use e-learning systems. IEEE ACCESS , 7, 26797–26809. doi: https://doi.org/10.1109/ACCESS.2019.2899368

Alruwais, N. M., Wills, G., & Wald, M. (2017). Validating Factors that impact the acceptance and usage of e-assessment by academics in Saudi universities. International Journal of Information and Education Technology , 7(10), 716–721. doi: https://doi.org/10.18178/ijiet.2017.7.10.960

Anthony, B., Kamaludin, A., Romli, A., et al. (2020). blended learning adoption and implementation in higher education: a theoretical and systematic review. Technology, Knowledge and Learning . doi: https://doi.org/10.1007/s10758-020-09477-z

Bagozzi, R. P., & Warshaw, P. R. (1990). Trying to consume. Journal of Consumer Research , 17(2), 127–140. doi: https://doi.org/10.1086/208543

Bervell, B., & Umar, I. N. (2017). Validation of the UTAUT model: Re-considering non-linear relationships of exogeneous variables in higher education technology acceptance research. EURASIA Journal of Mathematics Science and Technology Education , 13(10), 6471–6490

Bhattacherjee, A. (2001). Understanding information systems continuance: An Expectation-Confirmation Model. MIS Quarterly , 25(3), 351–370. doi: https://doi.org/10.2307/3250921

Birch, A., & Irvine, V. (2009). Preservice teachers’ acceptance of ICT integration in the classroom: Applying the UTAUT model. Educational Media International , 46(4), 295–315. doi: https://doi.org/10.1080/09523980903387506

Briz-Ponce, L., & Garcia-Penalvo, F. J. (2015). An empirical assessment of a Technology Acceptance Model for apps in medical education. Journal of Medical Systems , 39(11), 176–176. doi: https://doi.org/10.1007/s10916-015-0352-x

Calisir, F., Gumussoy, C. A., Bayraktaroglu, A. E., & Karaali, D. (2014). Predicting the intention to use a web-based learning system: perceived content quality, anxiety, perceived system quality, image, and the Technology Acceptance Model. Human Factors and Ergonomics in Manufacturing & Service Industries , 24(5), 515–531. doi: https://doi.org/10.1002/hfm.20548

Chang, C. T., Hajiyev, J., & Su, C. R. (2017). Examining the students’ behavioral intention to use e-learning in Azerbaijan? The General Extended Technology Acceptance Model for E-Learning approach. Computers & Education , 111, 128–143. doi: https://doi.org/10.1016/j.compedu.2017.04.010

Chen, I. J., Yang, K. F., Tang, F. I., Huang, C. H., & Yu, S. (2008). Applying the technology acceptance model to explore public health nurses’ intentions towards web-based learning: A cross-sectional questionnaire survey. International Journal of Nursing Studies , 45(6), 869–878. doi: https://doi.org/10.1016/j.ijnurstu.2006.11.011

Cheung, R., & Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning. Computers & Education , 63, 160–175. doi: https://doi.org/10.1016/j.compedu.2012.12.003

Chipps, J., Kerr, J., Brysiewicz, P., & Walters, F. (2015). Survey of university students’ perceptions of learning management systems in a low-resource setting using a Technology Acceptance Model. Computers Informatics Nursing , 33(2), 71–77. doi: https://doi.org/10.1097/CIN.0000000000000123

Chow, M., Herold, D. K., Choo, T. M., & Chan, K. (2012). Extending the technology acceptance model to explore the intention to use Second Life for enhancing healthcare education. Computers & Education , 59(4), 1136–1144. doi: https://doi.org/10.1016/j.compedu.2012.05.011

Dakduk, S., Santalla-Banderali, Z., & van der Woude, D. (2018). Acceptance of blended learning in executive education. Online Teaching . SAGE Open, 1-16. doi: https://doi.org/10.1177/2158244018800647

Davis, F. D. (1986). A technology acceptance model for empirically testing new end-user information systems: theory and results. Doctoral dissertation. MIT Sloan School of Management, Cambridge, MA. Retrieved from https://dspace.mit.edu/handle/1721.1/15192

Davis, F. D. (1989). perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly , 13(3), 319–340. doi: https://doi.org/10.2307/249008

DeLone, W. H., & McLean, E. R. (1992). Information systems success: The quest for the dependent variable. Information System Research , 3(1), 60–95. doi: https://doi.org/10.1287/isre.3.1.60

Dimitrijević, S., & Devedžić, V. (2021). Utilitarian and experiential aspects in acceptance models for learning technology. Educational Technology Research and Development , 69(2), 627–654. doi: https://doi.org/10.1007/s11423-021-09970-x

El-Masri, M., & Tarhini, A. (2017). Factors affecting the adoption of e-learning systems in Qatar and USA: Extending the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Educational Technology Research and Development , 65(3), 743–763. doi: https://doi.org/10.1007/s11423-016-9508-8

Esteban-Millat, I., Martinez-Lopez, F. J., Pujol-Jover, M., Gazquez-Abad, J. C., & Alegret, A. (2018). An extension of the technology acceptance model for online learning environments. Interactive Learning Environments , 26(7), 895–910. doi: https://doi.org/10.1080/10494820.2017.1421560

Gamage, S. N., & Tanwar, T. (2018). Factors affecting teachers’ use of ICTs in the classroom: A systematic review of the literature. Information Technologies & International Development, 14, 105-115. Retrieved from https://itidjournal.org/index.php/itid/article/download/1487/1487-4980-1-PB.pdf

Goodhue, D. L., & Thompson, R. L. (1995). Task-technology fit and individual performance. MIS Quarterly , 19(2), 213–236. doi: https://doi.org/10.2307/249689

Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology , 50(5), 2572–2593. doi: https://doi.org/10.1111/bjet.12864

Hanif, A., Jamal, F. Q., & Imran, M. (2018). Extending the Technology Acceptance Model for use of e-learning systems by digital learners. IEEE ACCESS , 6, 73395–73404

Huang, C. Y., Wang, H. Y., Yang, C. L., & Shiau, S. (2020). A derivation of factors influencing the diffusion and adoption of an open source learning platform. Sustainability , 12(18), doi: https://doi.org/10.3390/su12187532

Huang, J. H., Lin, Y. R., & Chuang, S. T. (2007). Elucidating user behavior of mobile learning - A perspective of the extended Technology Acceptance Model. Electronic Library , 25(5), 585–598. doi: https://doi.org/10.1108/02640470710829569

Iqbal, S., & Bhatti, Z. A. (2015). An investigation of university student readiness towards m-learning using Technology Acceptance Model. International Review of Research in Open and Distributed Learning , 16(4), 83–103. doi: https://doi.org/10.19173/irrodl.v16i4.2351

Article   MathSciNet   Google Scholar  

Jang, J., Ko, Y., Shin, W. S., & Han, I. (2021). Augmented reality and virtual reality for learning: An examination using an extended Technology Acceptance Model. IEEE ACCESS , 9, 6798–6809. doi: https://doi.org/10.1109/ACCESS.2020.3048708

Kaushik, M. K., & Verma, D. (2020). Determinants of digital learning acceptance behavior: A systematic review of applied theories and implications for higher education. Journal of Applied Research in Higher Education , 12(4), 659–672. doi: https://doi.org/10.1108/JARHE-06-2018-0105

Kelly, H. (2014). Path analysis of educator perceptions of open educational resources using the Technology Acceptance Model. International Review of Research in Open and Distance Learning , 15(2), 26–42. doi: https://doi.org/10.19173/irrodl.v15i2.1715

Kemp, A., Palmer, E., & Strelan, P. (2019). A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models. British Journal of Educational Technology , 50(5), 2394–2413. doi: https://doi.org/10.1111/bjet.12833

Lai, H. J. (2020). Investigating older adults’ decisions to use mobile devices for learning, based on the unified theory of acceptance and use of technology. Interactive Learning Environments , 28(7), 890–901. doi: https://doi.org/10.1080/10494820.2018.1546748

Lee, D. Y., & Lehto, M. R. (2013). User acceptance of You Tube for procedural learning: An extension of the Technology Acceptance Model. Computers & Education , 61, 193–208. doi: https://doi.org/10.1016/j.compedu.2012.10.001

Lee, Y. H., Hsieh, Y. C., & Chen, Y. H. (2013). An investigation of employees’ use of e-learning systems: applying the technology acceptance model. Behaviour & Information Technology , 32(2), 173–189. doi: https://doi.org/10.1080/0144929X.2011.577190

Lee, Y. H., Hsieh, Y. C., & Hsu, C. N. (2011). Adding Innovation Diffusion Theory to the Technology Acceptance Model: Supporting employees’ intentions to use e-learning systems. Educational Technology & Society, 14 (4), 124-137. Retrieved from https://www.ds.unipi.gr/et&s/journals/14_4/12.pdf

Lemay, D. J., Morin, M. M., Bazelais, P., & Doleck, T. (2018). Modeling students’ perceptions of simulation-based learning using the Technology Acceptance Model. Clinical Simulation in Nursing , 20, 28–37. doi: https://doi.org/10.1016/j.ecns.2018.04.004

Lin, P.H. &; Yeh, S.C. (2019). How motion-control influences a VR-supported technology for mental rotation learning: from the perspectives of playfulness, gender difference and Technology Acceptance Model. International Journal of Human-Computer Interaction, 35 (18), 1736-1746. doi:10.1080/10447318.2019.1571784

Liu, Q., Geertshuis, S., & Grainger, R. (2020). Understanding academics’ adoption of learning technologies: A systematic review. Computers & Education , 151, 103857. doi: https://doi.org/10.1016/j.compedu.2020.103857

Marangunić, N., & Granić, A. (2015). Technology acceptance model: a literature review from 1986 to 2013. Universal Access in the Information Society , 14(1), 81–95. https://doi.org/10.1007/s10209-014-0348-1

Moran, M., Hawkes, M., & El Gayar, O. (2010). Tablet personal computer integration in higher education: Applying the Unified Theory of Acceptance and Use Technology model to understand supporting factors. Journal of Educational Computing Research , 42(1), 79–101. doi: https://doi.org/10.2190/EC.42.1.d

Nagy, J. T. (2018). Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model. International Review of Research in Open and Distributed Learning , 19(1), 160–185. doi: https://doi.org/10.19173/irrodl.v19i1.2886

Nam, C. S., Bahn, S., & Lee, R. (2013). Acceptance of assistive technology by special education teachers: A structural equation model approach. International Journal of Human-Computer Interaction , 29(5), 365–377. doi: https://doi.org/10.1080/10447318.2012.711990

Nyasulu, C., & Chawinga, W. D. (2019). Using the decomposed theory of planned behaviour to understand university students’ adoption of WhatsApp in learning. E-Learning and Digital Media , 16(5), 413–429. doi: https://doi.org/10.1177/2042753019835906

Oliver, R. L. (1980). A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of Marketing Research , 17(4), 460–469. doi: https://doi.org/10.2307/3150499

Padilla-Melendez, A., del Aguila-Obra, A. R., & Garrido-Moreno, A. (2013). Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario. Computers & Education , 63, 306–317. doi: https://doi.org/10.1016/j.compedu.2012.12.014

Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome - A review of literature. International Journal of Information Management , 43, 1–14. doi: https://doi.org/10.1016/j.ijinfomgt.2018.05.005

Park, E., & Kwon, S. J. (2016). The adoption of teaching assistant robots: a technology acceptance model approach. Program-Electronic Library and Information Systems , 50(4), 354–366. doi: https://doi.org/10.1108/PROG-02-2016-0017

Park, S. Y. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students’ Behavioral Intention to Use e-Learning. Educational Technology & Society, 12 (3), 150-162. Retrieved from: https://www.jstor.org/stable/jeductechsoci.12.3.150

Park, S. Y., Nam, M. W., & Cha, S. B. (2012). University students’ behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology , 43(4), 592–605. doi: https://doi.org/10.1111/j.1467-8535.2011.01229.x

Prasetyo, Y. T., Ong, A. K. S., Concepcion, G. K. F., Navata, F. M. B., Robles, R. A. V., Tomagos, I. J. T. … Redi, A. A. N. P. (2021). Determining factors affecting acceptance of e-learning platforms during the COVID-19 pandemic: Integrating extended Technology Acceptance Model and DeLone & McLean IS Success Model. Sustainability , 13(15), 8365–8365. doi: https://doi.org/10.3390/su13158365

Raman, A., & Don, Y. (2013). preservice teachers’ acceptance of learning management software: an application of the UTAUT2 Model. International Education Studies , 6(7), doi: https://doi.org/10.5539/ies.v6n7p157

Roca, J. C., Chiu, C. M., & Martinez, F. J. (2006). Understanding e-learning continuance intention: An extension of the Technology Acceptance Model. International Journal of Human-Computer Studies , 64(8), 683–696. doi: https://doi.org/10.1016/j.ijhcs.2006.01.003

Rogers, E. (1962). Diffusion of Innovations . New York, NY: The Free Press

Google Scholar  

Rogers, E. (1995). Diffusion of Innovations (4th ed.). New York, NY: The Free Press

Rogers, R. W. (1975). A protection motivation theory of fear appeals and attitude change. Journal of Psychology , 91(1), 93–114. doi: https://doi.org/10.1080/00223980.1975.9915803

Saade, R., & Bahli, B. (2005). The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an extension of the technology acceptance model. Information & Management , 42(2), 317–327. doi: https://doi.org/10.1016/j.im.2003.12.013

Sadaf, A., & Gezer, T. (2020). Exploring factors that influence teachers’ intentions to integrate digital literacy using the decomposed theory of planned behaviour. Journal of Digital Learning in Teacher Education , 36(3), 1–22. doi: https://doi.org/10.1080/21532974.2020.1719244

Salloum, S. A., Alhamad, A. Q. M., Al-Emran, M., Monem, A. A., & Shaalan, K. (2019). Exploring students’ acceptance of e-learning through the development of a comprehensive Technology Acceptance Model. IEEE ACCESS , 7, 128445–128462. doi: https://doi.org/10.1109/ACCESS.2019.2939467

Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128 , 13-35. doi:0.1016/j.compedu.2018.09.009

Schoonenboom, J. (2014). Using an adapted, task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others. Computers & Education , 71, 247–256. doi: https://doi.org/10.1016/j.compedu.2013.09.016

Shyu, S. H. P., & Huang, J. H. (2011). Elucidating usage of e-government learning: A perspective of the extended Technology Acceptance Model. Government Information Quarterly , 28(4), 491–502. doi: https://doi.org/10.1016/j.giq.2011.04.002

Song, Y. J., & Kong, S. C. (2017). Investigating students’ acceptance of a statistics learning platform using Technology Acceptance Model. Journal of Educational Computing Research , 55(6), 865–897. doi: https://doi.org/10.1177/0735633116688320

Straub, E. T. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research , 79(2), 625–649. doi: https://doi.org/10.3102/0034654308325896

Tarhini, A., Hone, K., & Liu, X. H. (2014). Measuring the moderating effect of gender and age on e-learning acceptance in England: A structural equation modeling approach for an extended Technology Acceptance Model. Journal of Educational Computing Research , 51(2), 163–184. doi: https://doi.org/10.2190/EC.51.2.b

Tarhini, A., Hone, K., Liu, X. H., & Tarhini, T. (2016). Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: A structural equation modeling of an extended technology acceptance model. Interactive Learning Environments , 25(3), 306–328. doi: https://doi.org/10.1080/10494820.2015.1122635

Tawafak, R. M., Romli, A. B. T., & Arshah, R. B. (2018). Continued intention to use UCOM: Four factors for integrating with a Technology Acceptance Model to moderate the satisfaction of learning. IEEE ACCESS , 6, 66481–66498. doi: https://doi.org/10.1109/ACCESS.2018.2877760

Taylor, S., & Todd, P. A. (1995). Understanding information technology usage: A test of competing models. Information Systems Research , 6 (2), 144-176. Retrieved from http://www.jstor.org/stable/23011007

Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education , 52(2), 302–312. doi: https://doi.org/10.1016/j.compedu.2008.08.006

Teo, T. (2010). A path analysis of pre-service teachers’ attitudes to computer use: applying and extending the technology acceptance model in an educational context. Interactive Learning Environments , 18(1), 65–79. doi: https://doi.org/10.1080/10494820802231327

Tiwari, P. (2020). Measuring the impact of students” attitude towards adoption of online classes during COVID 19: Integrating UTAUT Model with perceived cost. Test Engineering and Management , 83(1), 8374–8382. doi: https://doi.org/10.1007/s10639-021-10573-5

Tsai, H. Y. S., Rikard, R. V., Cotten, S. R., & Shillair, R. (2019). Senior technology exploration, learning, and acceptance (STELA) model: from exploration to use - a longitudinal randomized controlled trial. Educational Gerontology , 45(12), 728–743. doi: https://doi.org/10.1080/03601277.2019.1690802

Vanduhe, V. Z., Nat, M., & Hasan, H. F. (2020). continuance intentions to use gamification for training in higher education: Integrating the Technology Acceptance Model (TAM), social motivation, and Task Technology Fit (TTF). IEEE ACCESS , 8, 21473–21484. doi: https://doi.org/10.1109/ACCESS.2020.2966179

Venkatesh, V., Thong, J. Y., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly , 36, 157–178. doi: https://doi.org/10.2307/41410412

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. doi: https://doi.org/10.2307/30036540

Yakubu, M. N., & Dasuki, S. I. (2019). Factors affecting the adoption of e-learning technologies among higher education students in Nigeria A structural equation modelling approach. Information Development , 35(3), 492–502. doi: https://doi.org/10.1177/0266666918765907

Yi, M. Y., & Hwang, Y. J. (2003). Predicting the use of web-based information systems: self-efficacy, enjoyment, learning goal orientation, and the Technology Acceptance Model. International Journal of Human-Computer Studies , 59(4), 431–449. doi: https://doi.org/10.1016/S1071-5819(03)00114-9

Yu, Z. G. (2020). Extending the learning Technology Acceptance Model of WeChat by adding new psychological constructs. Journal of Educational Computing Research, 58(6), 1121-1143. doi.10.1177/0735633120923772

Download references

Author information

Authors and affiliations.

Faculty of Science, Department of Computer Science, University of Split, Rudera Boskovica 33, 21000, Split, Croatia

Andrina Granić

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Andrina Granić .

Ethics declarations

Statements on open data, conflict of interest and ethics.

The data of the systematic review consist of articles published in journals and conferences. Many of these are freely available online, others can be accessed for a fee or through subscription.

The authors declare no conflicts of interest.

No ethics review was required to undertake this literature review.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

The original online version of this article was revised: Figures 2, 3 and 4 were incorrectly captured in the html version.

Rights and permissions

Reprints and permissions

About this article

Granić, A. Educational Technology Adoption: A systematic review. Educ Inf Technol 27 , 9725–9744 (2022). https://doi.org/10.1007/s10639-022-10951-7

Download citation

Received : 28 December 2021

Accepted : 09 February 2022

Published : 05 April 2022

Issue Date : August 2022

DOI : https://doi.org/10.1007/s10639-022-10951-7

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Technology acceptance
• Technology adoption
• Predictive factors
• Systematic review
• Find a journal
• Publish with us
• Track your research

University of South Florida

Instructional Technology

College of Education

Main Navigation

Dissertations, ph.d. graduates and dissertations by the decade.

2010-Current

• Drobisz, Jack The Effects of Arousal Presented by a Pedagogical Agent on English Language Learners' Situational Interest, Cognitive Load, and Reading Comprehension in Online Reading Tasks
• Wright, Heather Exploring Teacher Assessment Literacy through the Process of Training Teachers to Write Assessment Items
• Jordan, Beth E. Developing Differentiated Reading Instruction Online for Gifted Third Graders:  Innovation Meets Resistance
• Ruiz, Claudia A. Job Satisfaction of Adjunct Faculty Who Teach in Standardized Online Courses 
• Wheeler, Kimberly A Mixed Method Study Examining Synchronous-Enhanced Learning in Distance Education 
• Gump, Andrew W. Facilitating Motivation in a Virtual World Within a Second Language Acquisition Classroom 
• Heindel, Allen J. A Phenomenological Study of the Experiences of Higher Education Students with Disabilities with Online Coursework
• Powell, Jozan M. School Library Media Specialists’ Perceptions of Collaboration, Leadership and Technology 
• Donnelly, David S. Dissertation:  A Warranted Domain Theory and Developmental Framework for a Web-based Treatment in Support of Physician Wellness
• Tapanes, Marie Dissertation: Revision And Validation Of A Culturally-Adapted Online Instructional Module Using Edmundson's CAP Model: A DBR Study
• Hubbard, Barry Dissertation:  Manifestations of Hidden Curriculum in a Community College Online Opticianry Program: An Ecological Approach
• Spears, Cameron Dissertation:  The Dynamic Graphic Organizer and its Influence on Making Factual, Comparative, and Inferential Determinations within Comparative Content
• Anderson, Lisa Dissertation:  The Role of Image Resolution to Locomotion Tasks in Virtual Desktop Wayfinding
• Subramaniam, Chitra Dissertation:  Exploring Efficient Design Approaches for Display of Multidimensional Data To Facilitate Interpretation of Information
• Haunstetter, Denise Dissertation:  Digitally implemented interactive fiction: Systematic development and validation of ‘Mole, P.I.’, a multimedia adventure for third grade readers 
• Lewis, David Dissertation:  The Acquisition of Procedural Skills: An Analysis of the Worked Example Effect Using Animated Demonstrations
• Ritzhaupt, Albert Dissertation:  Effects of Time-Compressed Audio and Adjunct Images on Learner Recall, Recognition, and Satisfaction
• Stewart, Shelley Dissertation:  A Study of instructional strategies that promote learning centered synchronous dialogue online
• Bunch, John Dissertation:  The effects of goal message and goal orientation on learning in a Web-based tutorial
• Davis, Darrel R. Dissertation:  The model-based systematic development of LOGIS online graphing instructional simulator
• Hilbelink, Amy Dissertation:  The Effectiveness and User Perception of 3-Dimensional Digital Human Anatomy in an Online Undergraduate Anatomy Laboratory.
• Hohlfeld, Tina Dissertation:  The Relationship Between Technology Integration And Achievement Using Multi-Level Modeling
• Kemker, Kate Dissertation:   Technology in Low Socio-Economic K-12 Schools: Examining Student Access and Implementation
• Pace, Mel Dissertation:  Have the Perceptions of School Library Media Specialists in the State of Florida about the Saliency of Certain Information Power Goals, Related to Collaboration, Leadership and Technology, Changed Since 1996?
• Venable, Melissa Dissertation: Online Delivery of Career Choice Interventions: Preferences of First-Year Students in Higher Education
• Moore, Barbara J. Dissertation:  Goal Conflicts, Self-Regulation, and Course Completion: A Comparison of Web-Based Learners to Traditional Classroom Learners
• Canton, Reinaldo Dissertation:  Effects of Constructed Response Contingencies in Web-Based Programmed Instruction on Graphing Compared to Cued-Text Presentation of the Same Information
• Grace, Phillip E. Dissertation:  Full-Page Versus Partial-Page Screen Designs in Web-Based Training: Their Effects on Learner Satisfaction and Performance
• Javidi, Giti Dissertation:  A Comparison of Traditional Physical Laboratory and Computer Simulated Laboratory Experiences in Relation to Engineering Undergraduate Students’ Conceptual Understandings of a Communication Systems Topic  
• Sandoe, Cheryl N. Dissertation:  Measuring Transactional Distance of Online Courses: The Structure Component
• Schullo, Shauna Dissertation:  An Analysis of Pedagogical Strategies: Using Synchronous Web-based Course Systems in the Online Classroom
• Szydlo, Sally Dissertation:  Metacognitive Strategies in a Web-enhanced Environment: The Effects of Achievement in Problem-solving for Engineering Undergraduates
• Granston, Carol Dissertation:  Technology and teacher training: The systematic design and development of a framework for integrating technology into Jamaica’s teacher training programs
• Lindsey, Jeffrey Dissertation:  The Effects of Computer Simulation and Learning Styles on Emergency Vehicle Drivers’ Competency in Training Courses
• Sweeney, Phyllis Dissertation:  What Faculty Know about Designing Online Materials in Compliance with Current US Copyright and Fair Use Laws
• King, Jennifer Brown Dissertation:  Development and validation of an instrument to measure the implementation fidelity of teachers using integrated learning systems
• Burkett, Ruth Dissertation:  Using Electronic Bulletin Boards and Journals to Enhance Pre-service Teachers Self-Efficacy and Attitudes toward the Use of Computers
• Calandra, Brendan Dissertation:  Advance organizers and web-based instruction: Effects on preservice teachers' achievement and attitudes
• Hamersma, Paige   Dissertation:  Effects of using a computer-based visualization tool to learn complex numbers in trigonometry  
• Condor, James Dissertation:  Effects of computer coaching in metacognitively-cued elementary statistics instruction  
• Greene, Patrick Dissertation:  Effects of graphic organizers on high school science students’ performance in the collaborative production and presentation of hypermedia research projects
• Harmes, J. Christine Dissertation:  Accuracy and Stability of Item Parameter Estimates under Conditions of Sparse Data: Implications for Computerized Adaptive Testing
• Majchrzak, Tina Dissertation:  Effects of deadline contingencies in a web-based course on HTML
• Pable, Jill Dissertation:  A Description of Students’ Experiences with a Studio-based Quick Sketching Course Using Traditional and Computer-based Instruction Practice Strategies
• Cavanaugh, Catherine Dissertation:  The effectiveness of interactive distance education technologies in k-12 learning: a meta-analysis
• Cavanaugh, Terrance Dissertation:  Effect of Using Repurposed Science Rich Feature Films with Varying Levels of Student Activity in Middle Grades Science Instruction
• Lyskawa, Chester Dissertation:  An investigation of the effects of semiotic versus traditional hyperlinks on learner satisfaction and performance
• Runde, Dennis Dissertation:  Effects of portable computer algebra systems and problem-solving heuristics on community college algebra students' word problem-solving abilities
• Zucker (Capobianco), Susan Dissertation:  Instructional intranets in graduate medical education
• VanDeventer, Stephanie Dissertation:  Expert behavior among outstanding videogame-playing children
• Chancey, Monty Dissertation:  The effects of individualized computer-based learning versus computer-assisted large group learning conditions on middle school students' library skills achievement
• Khonsari, Laleh Dissertation:  A survey of physicians' attitudes toward computer-based distance continuing medical education
• Ivers, Karen. S. Dissertation: The Effects of Computer-based Cooperative, Competitive, and Individualistic Learning Conditions on Adult Learners’ Achievement and Near-Transfer Performance.
• Jeffries, Michael Dissertation:   The effects of three levels of feedback on anxiety and academic performance during computer-assisted instruction
• Bard-Hanson, Janet Dissertation:  A Comparison of computer-based and paper-and-pencil methods of testing elementary school children
• Turner, Sandra Dissertation:   Encouraging women's participation in high school mathematics: An intervention study

Chapman University Digital Commons

Home > Dissertations and Theses > Education (PhD) Dissertations

Education (PhD) Dissertations

Below is a selection of dissertations from the Attallah College of Educational Studies. Additional dissertations from years prior to 2019 are available through the Leatherby Libraries' print collection or in Proquest's Dissertations and Theses database.

Dissertations from 2024 2024

Rising from the Abyss: A Grounded Theory Exploration on How Afghani and Ukrainian Mothers Navigate Major Milestones Following the Onset of Political Conflict , Rabab Atwi

Investigating Factors Influencing Chinese Private College Students’ Engagement in Emergency Online Learning , Limei Cao

“Caught in the Continuum”: How Special Educators Facilitate Access for Students With Extensive Support Needs , Megan Doty

Exploring Community College Faculty and Administrators Work Providing Educational Opportunities for Students with Intellectual and Developmental Disabilities (IDD): An Integral Framework for Inclusive Postsecondary Education , Stacy Eldred

Leading Towards Racial Justice: Counterstories of TK-12 Latinx Men Administrators , Pedro Espinoza

Experiences of Latine LGBTQ+ High School Students in California , Michael Gorse

Shattering the Glass Ceiling: A Grounded Theory Exploration of Barriers and Facilitators to Women Leaders’ Career Advancement Within Private Universities in China , Xiuying Han

Peacing it Together: Post 9/11 Enlisted Student Veterans’ Awakening to Peace Leadership , Nicholas J. Irwin

New Ways of Being White: White Families Striving to Raise Young Antiracists , Katie Kitchens

Sustainable Development of Private Art Museums in China: A Narrative Inquiry Study , Chaoran Li

Language Ideologies and Use Among Latine Children in a Dual Language Program in Southern California: A Qualitative Approach , Xochitl Morales

The Experiences of Postsecondary Students with Disabilities Utilizing One Stop Student Services: A Grounded Theory Approach , Ivan Noe

Personalized Learning for Art Major Students Based on Learner Characteristics , Jiayu Shao

Influences of Cultural Capital and Internationalization on Global Competence: Evidence from China’s Higher Vocational Education , Yiying Teng

Visit the Imprisoned: A Heuristic Inquiry into the Experiences of Catholic Detention Ministry Volunteers , Christopher Tran

"Wait, watch this....What do you see?": Conceptualizing Mentor Practice in the Context of a Video Club for Induction Mentors , Victor Vega

Teaching to the Heart: A Grounded Theory Exploration of Elementary Educators’ Journey Toward Teaching Mathematics for Social Justice , Breána Victoria-Delgado

Factors Influencing College Students’ Learning Satisfaction With Educational Videos , Fei Wang

A Positive Psychology Perspective on Chinese EFL Students’ Well-Being, Language Mindset, and English Performance , Qian Wei

Becoming and Thriving as an EFL Instructor: Exploring Key Factors Contributing to Positive Identity Construction , Weiyi Xia

Fair or Unfair? Chinese Undergraduates’ Perceptions of College Classroom Assessments , Ying Zhu

Dissertations from 2023 2023

All Things Weird and Wonderful: A Creative Exploration of Disability Representation , Lara Ameen

Generalizability of the Scale of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC) to School Psychologists , Abraham Aryadad

Understanding the Relationship Between Organic Chemistry Misconceptions and Students’ Chemistry Self-efficacy in Higher Education Organic Chemistry Courses , Lauren A. Dudley

Women’s Pornography Use and Sexuality Education in U.S. Public Schools , Julie Fraumeni-McBride

Educator Professional Development in Universal Design for Learning and Social-Emotional Learning: A Collective Case Study , Sara Morgan

Phenomenological Study on Veteran Resource Center (VRC) in California Community Colleges , Darl Park

Equipped for Change: A Grounded Theory Study of White Antiracist School Leaders’ Attitudes and Perceptions of Racial Consciousness in Educational Leadership , Thomas Joseph Peterson

A Discourse Analysis of Parents' and Teachers' Social Constructions of School Readiness and Transition to Kindergarten for Children With Disabilities , Ronica Senores Toyota

How Market-Driven Policies Impact a Private Vocational College Department in China , Huiru Zhu

Dissertations from 2022 2022

Disabled IDF Veterans in Israeli Higher Education: Disability Identity and Use of Support , Einat Ben Dov

A Critical Discourse Analysis of Teacher Preparation Standards within Inclusion-Intensive States , Kay Lynn Ceja

Beta Drift: Forecasting the Manifold Relationships between Students and their Pursuit of STEM Careers , Douglas D. Havard

Radical Belonging: School as Communion of Peoples, Place, and Power , Joey Yung-Jun Liu

“I Just Learn Differently”: The Experiences of Dis/abled Students of Color Interpreting and Resisting Normalizing Forces in the Mathematics Classroom , Dina Mahmood

The Efficacy of a Key Word Signing Workshop , Krista McMorran-Maus

The Relationship Among Social and Psychological Inclusion, Marginalized Group Membership, and Student Outcomes , Katheryn Munguia

Higher Education Housing Professionals and Disability: A Grounded Theory Exploration of Resident Directors’ Understandings of Disability , Christopher Toutain

Dissertations from 2021 2021

Understanding First-Generation Latinx Students' Experiences in a Predominantly White Private Institution: A Grounded Theory Study , Jacqueline Aparicio

Constructing Critical Change: Learning from Elementary Teachers' Engagement with Inclusive Critical Education , Courtney Beatty

Fighting An Uphill Battle: Black Undergraduate Women Navigating Higher Education While Acknowledging and Challenging Media Portrayals of Black Women , Kandace Branch

Community College Success of Students with Disabilities , Shayne Brophy-Felbab

Searching for Balance: The Reading Choices, Experiences, and Habits of Women in Higher Education Leadership Roles , Laura Burns

Leading Climate Action Planning: A Case Study of Local Community Practices , Mackenzie Crigger

Bidimensional Assessment of Youth Mental Health: Evaluation of the California Healthy Kids Survey as a Measure of Youth Subjective Well-Being , Michael Doria

Exploring the Relationship Between Religion and Resilience Among Latina Academics in Higher Education , Rocio Garcia

Special Education Parent Perceptions of Involvement and Parent–Educator Relationships During IEP Meetings at Nonpublic Schools , Alex Huynen

Systemic Functional Linguistics in the Community College Composition Class: A Multimodal Approach to Teaching Composition Using the Metalanguage of SFL , Jennifer James

School Psychologists as Leaders in Professional Practice: An Examination of Leadership Roles and Perceived Support , Jodi LaChance

An Examination of Chinese Private College Students’ Intercultural Competence , Li Li

Relationships Among Mentoring Support and Student Success in a Chinese First-Year Experience Program , Tianxiang Liu

Contributing to Engineering Colleges Students' Development Through Out-of-Class Involvement: A Survey of Chinese Private Colleges' Engineering Students , Wanlu Li

Understanding the Lived Experiences of Autistic Adults , Sneha Kohli Mathur

Using a Dual-Factor Model to Understand the Mental Health of Students with School Refusal Behavior , Zachary D. Maupin

The Effects of Internationalization Activities on Undergraduates' Global Competence: An Exploratory Study at A Chinese Private University , Haiying Meng

Resilience and Mental Health of Students Attending California's Continuation High Schools , Brianna Meshke McLay

'Training' the Body Politic: Essays on the School Reform Orthodoxy , Jahan Naghshineh

Mitigating Risks for Youth in At-Risk Living Conditions Through School-Based Protective Factors , Cora Palma

Seeing the Tress For the Forest: An Analysis of Novice and Experienced Teachers' Self-Efficacy and Stress , Allison Serceki

An Examination of Chinese Undergraduates’ Contemplativity and Academic Stress , Ran Tao

Teachers’ Experiences of a District’s Transformational Leadership Design Program: A Qualitative Study , Jarit Unrau

California Elected City Council Women of Color: Building a Collaborative Vision With Inclusive Voice , Beatriz T. Valencia

Equality of Educational Opportunity in China: Factors from Family, School, and Shadow Education , Qin Xiang

An Examination of Chinese Adolescents’ Resilience and Their Perceptions of Parental and Peer Attachment , Jingwen Xing

Do Academic Characteristics Predict Chinese Private University Students’ Success in English Language Testing? , Feijun Yu

Empathy Among Nursing Undergraduates at a Chinese Private University , Yuanyuan Zhang

A Study of Critical Thinking Dispositions of Undergraduates in Foreign Language Discipline at One Private College in Mainland China , Yuanyuan Zheng

Dissertations from 2020 2020

Hidden Power: Journalistic Representations of Mental Health Labels , Elise Anguizola Assaf

Finding Voice from the Inside: How Postsecondary Education Impacted Perceptions of Higher Education for Long-Term Incarcerated Juveniles , Gregory Barraza

Experienced Pediatric Oncology Nurses Using Self-Reflective Practices in the Clinical Setting: A Descriptive Phenomenological Investigation , Daniel Josue Bonilla

The Labyrinth of Autism: Heuristic Journeys of Fathers Who Have a Child on the Autism Spectrum , Lisa Boskovich

Developing Trust in a Cross-Functional Workgroup: Assessing the Effectiveness of a Communication Intervention , Scott De Long

A Place of Yes? Experiences of Educators Participating in Site-based Teacher-led Reform , Elizabeth Hind

Vietnamese Resilience Assessment: Exploratory and Confirmatory Factor Analysis for Scale Validation , Loan Le

School Psychologists and School Counselors’ Perceptions of Preparation Received for the Provision of School-Based Mental Health Services , Sherika McKenzie

The Perceived Effectiveness of School-Based Accommodations for Students with Systemic Lupus Erythematosus , MaryAnn Seng

Secondary Traumatic Stress in Teachers and School Communities Impacted by the Opioid Epidemic , Anne Steketee

Performative Possibilities in the Development of Protagonistic Agency Among Graduate Students in China , Yan Wang

Dissertations from 2019 2019

Laughing Back: A Phenomenological Study of Disability Humor Using Culturally Responsive Methodologies , Kinda Abujbarah

Women’s Right and Education in Saudi Arabia: Raising Critical Consciousness in Arabic Studies Courses in Female High Schools in Saudi Arabia , Eman Almutairi

Exploring Gender Roles and Gender Equality within the Evangelical Church , Christopher Bishop

Minding the Gap: A Grounded Theory Exploration of Transition from Secondary School to Community College for Students Identified with Autism , Douglas Highlen

#BLACKQUEERLIVESMATTER: Understanding the Lived Experiences of Black Gay Male Leaders in Los Angeles , Christopher Jackson

The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs , Amanda M. Lozolla

The Intersection of Speech-Language Pathologists’ Beliefs, Perceptions, and Practices and the Language Acquisition and Development of Emerging Aided Communicators , Margaret Vento-Wilson

On the Move: Storying the Authentic Leadership Development of Millennial Gay Men , Kyle Williams

The Media, Education, and the State: Arts-Based Research and a Marxist Analysis of the Syrian Refugee Crisis , Meng Zhao

Dissertations from 2018 2018

Collegiate Women in Saudi Arabia: Leading Collectively for the Development of Self, Others, and Society , Miznah Alomair

Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis , Pamela Ezell

Practitioner Research in Schools: Revealing the Efficacy Agency Cycle , Edward Resnick

An Analysis of Mentoring and Job Satisfaction in Public and Private College and University Academic Libraries in California , Kevin M. Ross

Dissertations from 2017 2017

Queer Teachers in Catholic Schools: Cosmic Perceptions of an Easter People , Kevin Stockbridge

Dissertations from 2016 2016

Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood , Charlotte Achieng-Evensen

Inside/Outside/In-between: Understanding how Jewish Identity Impacts the Lives and Narratives of Ashkenazi Female Public School Educators , Mindi Ellen Benditson

The Repatriation Experiences of American Third Culture Kids , Nicole Mazzo Bennett

Academic Factors that Predict Community College Students’ Acceptance of Evolution , Meredith Anne Dorner

Operation Transition: Post-9/11 Combat Marines Transitioning to Civilian Life and the Role of Higher Education in their Identity Formation , Jamie M. Fenton

Towards a New Understanding: Complex Familial Constructs of Autism , Joanne Kim

The Development of the Scale of Contemplative Practice in Higher Education , Maryann Krikorian

Bridgers in the Third Space: An In-Country Investigation of the Leadership Practices of US-Educated Chinese Nationals , Maria L. Martinez

• Collections
• Disciplines

Advanced Search

• Notify me via email or RSS

Author Corner

• Submit Research
• Rights and Terms of Use
• Leatherby Libraries
• Chapman University

ISSN 2572-1496

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright