Rethinking the effects of performance expectancy and effort expectancy on new technology adoption: Evidence from Moroccan nursing students

Abstract

Background

The integration of information and communication technologies (ICT) in clinical learning is crucial for evidence-based nursing and student-centered learning.

Aim

The study examines whether effort expectancy moderates the relationship between performance expectancy and ICT usage intention among Moroccan nursing students.

Methods

The Bayesian Mindsponge Framework analytics, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 702 students.

Results

We found that students' performance expectancy is positively associated with the intention to adopt ICT and social media, while effort expectancy positively moderates this relationship. Moreover, the model with effort expectancy as the moderator was discovered to have a significantly larger weight than the model with effort expectancy as the direct predictor, validating the information-processing reasoning of the Mindsponge Theory.

Conclusions

These findings add theoretical novelty to the existing literature on the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. Practically, they provide insights for communication priorities regarding ICTs to improve the effectiveness and efficiency of nursing education and training while lowering costs.