Assessing the Impact of Cultural Differences on Educational Technology Acceptance

Abstract

Cultural characteristics in relation to educational technology acceptance (ETA) aims at
analyzing the effect of cultural factors that include norms of the society, values, and practices
which shape the perception and usage of technology by the individual as incorporated in his/her
education. This concept illustrates that cultural factor increases that perception of helpfulness,
ease of implementation, and total satisfaction with technology by a significant notch.
Understanding these cultural factors is critical to the development and implementation of
pedagogical technologies that are aligned with specific target audiences. A number of people
in the study was 2100, out of which 1115 were from Mumbai, India and 985 others were from
other areas. The sample included people with various education levels, occupations and ages,
which gives a comprehensive idea of the variety of users’ perceptions of educational
technology. Employing the data based on the collected set of factors, descriptive analysis, factor
analysis, and correlation matrixes were used in a process of distinguishing key patterns and
relations between particular variables. This cross-sectional research has relied on multiple
regression analysis to assess the significant predictor factors that include perceived ease of
integration and expected performance of the technology by the users on the two outcomes: user
engagement and technology satisfaction. As earlier stated, SPSS was used in this research study
to conduct statistical tests. The comparative analysis revealed that there were significant regional differences concerning the social impact expectations, EE and PC but there was no
impact of regions as per PEI and TS. The research thus brings out the importance of cultural
differences in the explanation of ETA. This just underline the need for a strategic and specific
approach that takes into account regional and cultural factors to improve the reception of
technologies as well as to improve the user satisfaction even if it is a diverse population. The
paper provides important view on rather engaging culturally competent educational technology
systems.