Intention to use Internet of Things (IoT) in higher education online learning – the effect of technology readiness

Abstract

Purpose

This study examines higher education students' technology readiness level in explaining adoption intention toward educational Internet of Things (IoT) needed for online learning.

Design/methodology/approach

Quantitative deductive research approach is used to check the theory of technology readiness index toward IoT in education. An online administrated questionnaire is distributed through convenience sampling to reach generation(Z) students. The questionnaire is developed using Google form, placing the link on various universities' social media platforms so to be accessible to the respondents. Path coefficient analysis of SEM is used to test the hypotheses.

Findings

Results show that the individual's level of technological optimism, discomfort and insecurity impact adoption intentions toward IoT products and services for online learning; the mental motivator, innovativeness, is insignificant.

Practical implications

This study helps guide practitioners (education institutions, IoT-developers, marketers and other professionals in the field) to consider students' mindset when designing products and strategies for promoting online learning and introducing educational IoT. This research provides insights on IoT in higher education; it provides perspectives for IoT adoption intention pro-online learning, aiding institutions looking for trends and practices for skills and work-based learning developments.

Originality/value

This study contributes to knowledge and literature by shedding light on the educational challenge of why not all students could harness the potentials of online learning and IoT of the twenty-first century. It provides insights to clarify students' mindset toward educational IoT needed for online learning.

Citation

Negm, E. (2023), "Intention to use Internet of Things (IoT) in higher education online learning – the effect of technology readiness", Higher Education, Skills and Work-Based Learning, Vol. 13 No. 1, pp. 53-65. https://doi.org/10.1108/HESWBL-05-2022-0121