Towards the integration of culture into the Unified Theory of Acceptance and Use of Technology
Towards the integration of culture into the Unified Theory of Acceptance and Use of Technology
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将文化融入技术接受和使用的统一理论
DOI：
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发表时间：
2014
影响因子：
6.6
通讯作者：
Jan Oliver Heymann
中科院分区：
文献类型：
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作者：
Nicolae Nistor;T. Lerche;A. Weinberger;Ciprian Ceobanu;Jan Oliver Heymann
教育技术越来越多地应用于多元文化背景和跨民族文化。然而，不同国家和专业背景的教育技术使用者可能对技术表现出不同的态度。先前的研究提供了学习技术接受度和文化之间关系的孤立证据，因此缺乏一个整体的图景。因此，本研究试图将文化（sensu Hofstede, 2001）整合到一个既定的技术接受模型(即。《技术接受与使用的统一理论》（UTAUT, Venkatesh, Morris, Davis & Davis, 2003）。通过问卷调查，我们对来自德国和罗马尼亚的大样本（N = 2866）学习技术用户进行了调查，研究了样本亚组之间文化和技术接受程度的差异。收集到的数据显示，国家之间和职业之间都存在文化差异。与之前的研究一致，这些差异与不同的接受概况有关。可接受变量的取值和它们之间路径系数的取值不同。在此基础上，本研究提出了一个扩展的UTAUT模型，该模型整合了Hofstede的三个文化维度，从而在跨文化研究方面取得了进展。从实际意义上说，国家文化和职业文化可能会塑造基于计算机的学习环境。
Educational technology is increasingly used in multicultural contexts and across national cultures. Educational technology users with different national and professional backgrounds may, however, exhibit different attitudes towards technology. Previous research provides isolated evidence of the relationship between learning technology acceptance and culture, and so an overall picture is missing. Therefore, this study attempts to integrate culture (sensu Hofstede, 2001) into an established technology acceptance model (ie. the Unified Theory of Acceptance and Use of Technology, UTAUT, Venkatesh, Morris, Davis & Davis, 2003). Examining a large sample (N = 2866) of learning technology users from Germany and Romania by means of questionnaire survey, we investigate the differences in culture and technology acceptance between sample subgroups. The collected data reveal the presence of cultural differences both between countries and between professions. In line with previous research, these differences are associated with dissimilar acceptance profiles, ie. different values of acceptance variables and of path coefficients between them. Based on the findings, this study makes headway in cross-cultural research by proposing an extended model of UTAUT – one which integrates three of Hofstede’s culture dimensions. As a practical implication, national and professional culture may shape computer-based learning environments.