Non-significant intention–behavior effects in educational technology acceptance: A case of competing cognitive scripts?

作者：

Highlights：

• Use intention–behavior gap in educational technology acceptance (ETA) is considered.

• A scripting approach is presented to account for this gap.

• Mixed methods approach analyses scripting in ETA in an informal learning context.

• Non-significant correlations were found between intention and behavior.

• Competing cognitive scripts are found to explain this discrepancy.

摘要

•Use intention–behavior gap in educational technology acceptance (ETA) is considered.•A scripting approach is presented to account for this gap.•Mixed methods approach analyses scripting in ETA in an informal learning context.•Non-significant correlations were found between intention and behavior.•Competing cognitive scripts are found to explain this discrepancy.

论文关键词：Educational technology acceptance,Use behavior,Academic help seeking,Informal learning,Scripts

论文评审过程：Available online 15 February 2014.

论文官网地址：https://doi.org/10.1016/j.chb.2014.01.026