Acceptance Analysis of IWB Systems in Education using UTAUT2 Model: The Moderating Role of Perceived Technological Innovations

Abstract

Interactive Whiteboard (IWB) Systems are increasingly being used to replace traditional whiteboards in educational activities, making them more efficient and interesting for both teachers and students. However, no studies have been conducted to investigate how age, educational level, and employment status can impact the adoption and usage of IWB systems in the educational setting. The study aims to analyze the acceptance and the influencing factors on faculty members’ intention and usage behavior towards IWB systems in teaching, utilizing the Modified-Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. 135 faculty members from various colleges and departments across Batangas State University ARASOF-Nasugbu Campus were surveyed and data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) through SmartPLS software for hypotheses testing. The results of the study indicate that faculty members’ behavioral intention to use interactive whiteboard systems in teaching is positively influenced by performance expectancy and social influence. Moreover, facilitating conditions and habit positively impact usage behavior. This study, therefore, concludes that there is significant roles of performance expectancy and social influence as well as the moderating effect of age on the behavioral intention to use interactive whiteboard (IWB) systems in education. Furthermore, the study confirms that effort expectancy, hedonic motivation, and status as moderating variables significantly influence faculty members’ usage behavior when using IWB systems in teaching.