Special Education Pre-Service Teachers' Acceptance of Assistive Technology: An Approach of Structural Equation Modeling

Abstract

To examine special education pre-service teachers’ acceptance of assistive technology, this study theorized and established associations between important variables of assistive technology acceptance, including the perceived usefulness, perceived ease of use, attitude, result demonstrability, and behavioural intention. The researcher used the convenient sampling strategy to pick the partakers. 250 questionnaires were given out to the respondents and 139 questionnaires were received. A partial least square technique was applied for the data analysis. The outcome of the inquiry was that perceived ease of use substantially influenced perceived usefulness of assistive technology; perceived usefulness was significantly associated with attitude, and result demonstrability was substantially associated with perceived ease of use. This study added to the current body of knowledge regarding the technology acceptance model for explaining intended assistive technology acceptance in educational settings.