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Psychological Factors Influencing User Acceptance and Usability: Lectures and Information Communication Technology

Psychological Factors Influencing User Acceptance and Usability: Lectures and Information Communication Technology

J. G. Phillips, M. K. Jory, L. Wijenayake, P. Hii
Copyright: © 2010 |Pages: 24
ISBN13: 9781605668741|ISBN10: 1605668745|ISBN13 Softcover: 9781616922269|EISBN13: 9781605668758
DOI: 10.4018/978-1-60566-874-1.ch016
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MLA

Phillips, J. G., et al. "Psychological Factors Influencing User Acceptance and Usability: Lectures and Information Communication Technology." Interaction in Communication Technologies and Virtual Learning Environments: Human Factors, edited by Angela T. Ragusa, IGI Global, 2010, pp. 246-269. https://doi.org/10.4018/978-1-60566-874-1.ch016

APA

Phillips, J. G., Jory, M. K., Wijenayake, L., & Hii, P. (2010). Psychological Factors Influencing User Acceptance and Usability: Lectures and Information Communication Technology. In A. Ragusa (Ed.), Interaction in Communication Technologies and Virtual Learning Environments: Human Factors (pp. 246-269). IGI Global. https://doi.org/10.4018/978-1-60566-874-1.ch016

Chicago

Phillips, J. G., et al. "Psychological Factors Influencing User Acceptance and Usability: Lectures and Information Communication Technology." In Interaction in Communication Technologies and Virtual Learning Environments: Human Factors, edited by Angela T. Ragusa, 246-269. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-874-1.ch016

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Abstract

Information and communication technologies allow the transmission of audio and video signals in real time, making meetings and interactions with people in remote locations a possibility. For institutions offering education in multiple geographic locations there is a real opportunity to interact with students in a virtual teaching space that supplies text, audio and visual cues. However, technological capability can outstrip availability and adoption. This chapter considers the psychological factors influencing usability and user acceptance of educational technology and associated implications for learning and evaluation. Preference for and effort devoted to educational media may be a function of personality. Preference for online or text-based education may be a function of introversion, and time spent away from study may indicate extraversion or procrastination. Using student surveys, willingness to engage in videoconferencing or to use mobile phones to support teaching and learning was explored. Within an ergonomic framework the authors detail human factors relevant to the use of videoconferencing and mobile phones to support lectures to remote locations.

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