The study explores the factors influencing instructors' decisions to allow smartphone usage during lectures and its impact on educational quality amidst evolving technological trends. Using the technology acceptance model (TAM), the research examines key determinants affecting instructors' acceptance and satisfaction with student mobile technology usage in classrooms. The hypothesis suggests that instructors' acceptance is positively influenced by perceived usefulness (PU) and negatively by attitude toward use (ATU) and behavioral intention (BI). Quantitative surveys were conducted on a sample of 277 instructors and analyzed using SPSS and SmartPLS4. This analysis aimed to identify critical factors influencing acceptance and their relationship with smartphone use during lectures. The results revealed that PU significantly impacted instructor judgement (B = 0.432, t = 7.920, p < 0.001). ATU also had a significant impact (B = 0.187, t = 2.757, p = 0.006). BI significantly affected instructor opinion (B = 0.206, t = 2.379, p = 0.017) However, actual use (AU) did not significantly impact instructor judgement (B = 0.052, t = 0.618, p = 0.537). These findings enhance understanding of mobile technology integration in education and provide insights for improving instructor support and engagement.
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Boumedyen Shannaq (2024) studied this question.
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