Models of Technology Acceptance in Education: A Bibliometric Analysis

This study develops a bibliometric analysis of research on models of technology acceptance in education, identifying possible changes in the orientation of this research because of the Covid-19 pandemic. Using the Scopus database, 2,000 documents worldwide and 233 publications for Ibero-America were...

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Bibliographic Details
Published in:IEEE-RITA 2024, Vol.19, p.342-352
Main Authors: Hernandez-Medina, Patricia, Pinilla-Rodriguez, Diego, Ramirez-Torres, Gabriel, Paublini-Hernandez, Maria
Format: Article
Language:English
Subjects:
Analytical models
bibliometric analysis
Bibliometrics
Collaboration
Documents
Education
education technology
Impact analysis
Mathematical models
Measurement
Productivity
productivity metrics
scientific mapping
Technology acceptance model
Technology assessment
Citations: Items that this one cites
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Summary:This study develops a bibliometric analysis of research on models of technology acceptance in education, identifying possible changes in the orientation of this research because of the Covid-19 pandemic. Using the Scopus database, 2,000 documents worldwide and 233 publications for Ibero-America were compared. The Bibliometrix package of the R-Studio software made it possible to analyse productivity through publication, visibility and impact metrics for both groups. The results support Lotka and Bradford's Law, both globally and in Ibero-America. From the scientific mapping and the conceptual structure, structural equation models (SEM) are identified as the most frequently repeated estimation methodology, while TAM and TAM3 models reflect the highest number of repetitions, and in second place UTAUT and UTAUT2. The social structure shows the main collaborative networks in terms of authors and countries. In the case of the Ibero-American countries, Spain stands out with a high proportion of publications and citations.
ISSN:1932-8540
2374-0132
DOI:10.1109/RITA.2024.3486999