Visualizing Co-citations of Technology Acceptance Models in Education

Visualizing Co-citations of Technology Acceptance Models in Education

Copyright: © 2020 |Pages: 19
DOI: 10.4018/JITR.2020010106
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Abstract

With the rapid development of information and communication technologies, studies devoted to technology-assisted education have been soaring up. Nevertheless, the studies on technology acceptance model (TAM) appear relatively fewer. This study, through reviewing high quality papers, analyzed the co-citations of TAM on the basis of the basic TAM and numerous extended TAMs. Co-citations of TAM were revealed and discussed in terms of citation counts, bursts, betweenness centrality, and sigma. It also reviews the basic concept underlying user acceptance models, as well as its extended TAMs in details. Future research into the TAM may resort to statistical support, as well as critical analysis. The interdisciplinary research design is also needed between computer science, education, psychology, statistics and mathematics.
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Literature Review

The basic conception of TAM (See Figure 1) proposed by Venkatesh, Morris, Davis, and Davis (2003) was that the individual reactions to using information technology stimulated their intentions to use, which rendered the actual use of information technology. The actual use was correlated with the individual reactions to using information technology. Based on the basic conception, the TAM has experienced rapid development.

Figure 1.

Basic concept underlying user acceptance models (Venkatesh, Morris, Davis, & Davis, 2003)

JITR.2020010106.f01

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