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<p>The current study attempts to identify and measure the role of technology induction during the COVID-19 pandemic as either recreation or curse in students’ learning. By integrating the technology acceptance model (TAM) and innovation diffusion theory (IDT) the study tries to measure the student’s online learning experience as recreation or curse. Data was collected from 387 students through purposive sampling. The findings of the study confirm that introduction of technology in online learning plays a recreational and significant role in student’s online learning. However, computer self-efficacy and relative advantage were found to be a curse in online learning during the pandemic. The overall findings of the study imply that the shift of student’s learning from traditional to online learning has been through introduction of new technology and innovations, although the diffusion of innovation and technology among Pakistani students has been challenging because of a comparatively lower computer literacy level. The usefulness and ease of online learning have been the strongest predictive and recreational aspects in students’ online learning. Institutes and higher education commissions should further invest in enhancing the quality and effectiveness of these factors to improve the overall learning outcome of students through recreational technological induction in education.</p>
</abstract>

The current study attempts to identify and measure the role of technology induction during the COVID-19 pandemic as either recreation or curse in students’ learning. By integrating the technology acceptance model (TAM) and innovation diffusion theory (IDT) the study tries to measure the student’s online learning experience as recreation or curse. Data was collected from 387 students through purposive sampling. The findings of the study confirm that introduction of technology in online learning plays a recreational and significant role in student’s online learning. However, computer self-efficacy and relative advantage were found to be a curse in online learning during the pandemic. The overall findings of the study imply that the shift of student’s learning from traditional to online learning has been through introduction of new technology and innovations, although the diffusion of innovation and technology among Pakistani students has been challenging because of a comparatively lower computer literacy level. The usefulness and ease of online learning have been the strongest predictive and recreational aspects in students’ online learning. Institutes and higher education commissions should further invest in enhancing the quality and effectiveness of these factors to improve the overall learning outcome of students through recreational technological induction in education.

Technology Induction in Education During COVID-19 is Recreation or a Curse?: Integration of Technological and Behavioral Factors from the Students’ Perspective

European Journal of Tourism, Hospitality and Recreation

This work is licensed under the Creative Commons Attribution 4.0 International License.

The current study attempts to identify and measure the role of technology induction during the COVID-19 pandemic as either recreation or curse in students’...

Technology Induction in Education During COVID-19 is Recreation or a Curse?: Integration of Technological and Behavioral Factors from the Students’ Perspective

Article Category: Research Article

Publié en ligne: 29 juin 2022

Pages: 267 - 279

Reçu: 23 avr. 2021

Accepté: 04 août 2021

DOI: https://doi.org/10.2478/ejthr-2021-0024

Mots clés
Online learning, COVID-19, technology acceptance model (TAM), innovation diffusion theory (IDT)

© 2022 Muhammad Rahies Khan et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Technology Induction in Education During COVID-19 is Recreation or a Curse?: Integration of Technological and Behavioral Factors from the Students’ Perspective

Article Category: Research Article

Publié en ligne: 29 juin 2022

Pages: 267 - 279

Reçu: 23 avr. 2021

Accepté: 04 août 2021

DOI: https://doi.org/10.2478/ejthr-2021-0024

Mots clésOnline learning, COVID-19, technology acceptance model (TAM), innovation diffusion theory (IDT)

© 2022 Muhammad Rahies Khan et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
Online learning, COVID-19, technology acceptance model (TAM), innovation diffusion theory (IDT)