Resistance, Educational Technology, Instructional Technology, TAM, Technology Acceptance, MAM, Motivation, Acceptance, CANE, Commitment and necessary effort
This research analyzed why some university faculty resisted a new software program using a new model of motivation. The new model, called the motivation and acceptance model (MAM), was inspired by the technology acceptance model and the commitment and necessary effort model of motivation. This model was tested on faculty at a college in a large southeastern university who were resisting a new software program called LiveText. This research used regression analysis to determine the relationship between the variables of the MAM: perceived usefulness, perceived organizational support, perceived ease of use, and attitude toward LiveText. The research was conducted during the Spring 2007 semester. The data were analyzed with regression, independent-sample t-tests, and descriptive statistics using SPSS v15. This research demonstrates that the MAM accurately measured the relationship between professors' perceptions and their use of LiveText. The research also suggests that the perceived utility of LiveText and users' attitudes toward LiveText were statistically significant predictors of LiveText use and that perceived ease of use also predicted whether the professors found LiveText useful. Additional research should seek to develop a greater understanding of technology acceptance and employee resistance to innovations using larger sample sizes, a variety of environments and organizations, diverse populations, and different types of technologies and technology-implementation strategies.
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Doctor of Philosophy (Ph.D.)
College of Education
Educational Research, Technology and Leadership
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Siegel, Daniel, "Accepting Technology And Overcoming Resistance To Change Using The Motivation And Acceptance Model" (2008). Electronic Theses and Dissertations. 3559.