Measuring technology acceptance
When introducing technology into an organisation, the level of acceptance of the technology by the workforce is important. Depending on the level of technology acceptance, different approaches need to be taken to ensure that a new technology can be successfully introduced and used.
However, there are two types of technology acceptance: on the one hand, there is (general) technology acceptance, which expresses a general attitude towards technologies of many kinds. On the other hand, technology acceptance can also refer to a specific technology, as it has certain characteristics that lead to acceptance or rejection. These two types will be detailed in the following:
General technology acceptance
A survey of the general technology acceptance in an organisation only needs to be conducted occasionally, e.g. every three years, to provide the information relevant for organisational development. It shows the average, but also the range of attitudes. Both provide important information.
The following questions1 can easily be added to a general written (paper-pencil or electronic) employee survey. ICT is short for ‘information and communication technology’. It includes devices such as computers, tablets or mobile devices, and software such as applications or specific software packages.
1 They are based on instruments to gather information on Prior ICT experience (PICTE) and Technology Self-Efficacy (TSE).
| Question | Strongly disagree | Disagree | Undecided | Agree | Strongly agree |
|---|---|---|---|---|---|
| I rarely use ICT in transition processes (PICTE_3) | ☐ | ☐ | ☐ | ☐ | ☐ |
| I have never used ICT in transition processes (PICTE_9) | ☐ | ☐ | ☐ | ☐ | ☐ |
| I have used different types of ICT in my transition processes (PICTE_11) | ☐ | ☐ | ☐ | ☐ | ☐ |
| I would describe myself as experienced in using computers, internet and mobile technology (PICTE_17) | ☐ | ☐ | ☐ | ☐ | ☐ |
| I often use ICT in transition processes using computers, internet and/or mobile technology (PICTE_20) | ☐ | ☐ | ☐ | ☐ | ☐ |
| I would understand how to use ICT in transition processes (TSE_5) | ☐ | ☐ | ☐ | ☐ | ☐ |
| I would navigate freely on internet for ICT to use in a transition process (TSE_7) | ☐ | ☐ | ☐ | ☐ | ☐ |
| I am confident that I would be able to use ICT in transition processes (TSE_12) | ☐ | ☐ | ☐ | ☐ | ☐ |
| I would be competent on using ICT in transition processes (TSE_14) | ☐ | ☐ | ☐ | ☐ | ☐ |
| I would overcome obstacles that occur when I use the ICT in transition processes (TSE_19) | ☐ | ☐ | ☐ | ☐ | ☐ |
Specific technology acceptance
The application scenario for this second type of technology acceptance is different. In the case of technology acceptance, you want to use the expert knowledge that employees have in their respective fields of activity to ask about the fit of a technology and thus its general suitability. Such questions would be asked, for example, to a team of testers who have been entrusted with the task of testing the suitability of a test installation of a technology.
The following questions2 would be used in a questionnaire specifically designed to test the technology. The placeholder THIS ICT would be replaced by the name of the technology to be tested.
| Question | Strongly disagree | Disagree | Undecided | Agree | Strongly agree |
|---|---|---|---|---|---|
| Learning to use THIS ICT would be easy for me (PEU_2). | ☐ | ☐ | ☐ | ☐ | ☐ |
| I would find it easy to operate features of THIS ICT during transition processes (PEU_10). | ☐ | ☐ | ☐ | ☐ | ☐ |
| I would find it easy to get THIS ICT to do what I want it to do (PEU_15). | ☐ | ☐ | ☐ | ☐ | ☐ |
| Interacting with THIS ICT during transition processes would be easy for me (PEU_16). | ☐ | ☐ | ☐ | ☐ | ☐ |
| I would find THIS ICT to be easy to use (PEU_18). | ☐ | ☐ | ☐ | ☐ | ☐ |
| Using THIS ICT would improve my performance (PU_1). | ☐ | ☐ | ☐ | ☐ | ☐ |
| I think THIS ICT would help my clients to transition into employment. (PU_4) | ☐ | ☐ | ☐ | ☐ | ☐ |
| Using THIS ICT would enhance effectiveness in my work (PU_6). | ☐ | ☐ | ☐ | ☐ | ☐ |
| I would find THIS ICT useful in my work (PU_8). | ☐ | ☐ | ☐ | ☐ | ☐ |
| Using THIS ICT would help me to explain abstract concepts that are relevant in transition processes (PU_13). | ☐ | ☐ | ☐ | ☐ | ☐ |
| Using THIS ICT has potential risk (RISK1). | ☐ | ☐ | ☐ | ☐ | ☐ |
| Using THIS ICT put my privacy or that of my clients at risk (RISK2). | ☐ | ☐ | ☐ | ☐ | ☐ |
2 They are based on instruments to gather information on Perceived Ease of Use (PEU), Perceived Usefulness (PU) and potential risks (RISK).
Reference / Acknowledgement / Disclaimer
Adapted from: Norman Karimazondo, Jérémy Castéra, Maria Antonietta Impedovo, Edistio Martinez. Self-efficacy and Prior ICT experience: Effects of individual differences on science teachers’ acceptance of digital videos in the Zimbabwean context. 3rd International Science and Mathematics Educators’ Conference (ISMEC), Aug 2017, Bindura, Zimbabwe.
This adaptation is the responsibility of the BELVEDERE project.
The European Commission is not responsible for this adaptation and cannot be held liable for any consequence stemming from its use.