Exploring the Impact of Technophilia, Technophobia, and Digital Literacy on Learning Adaptability Among Malaysian IT Students
Abstract
This study explores the impact of technophilia, technophobia, and digital literacy on learning adaptability among IT students in Malaysian public universities. It integrates three theoretical frameworks: The Technology Acceptance Model (TAM), Social Influence Theory, and the Transactional Theory of Stress. TAM provides a basis for understanding how technology acceptance mediates the effects of the independent variables on learning adaptability. Social Influence Theory highlights how social factors moderate the relationships between technophilia, technophobia, and digital literacy with learning adaptability. The Transactional Theory of Stress addresses how technostress affects these relationships. Using a cross-sectional survey and stratified random sampling, the study aims to collect data to test these relationships and the proposed mediating and moderating effects. Statistical analyses, including structural equation modeling, will be employed to examine these dynamics. The study seeks to offer insights into how technological enthusiasm, fear, and literacy influence learning adaptability, moderated by social influence and technostress, and mediated by technology acceptance.
References
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Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728–746. https://doi.org/10.1037/a0032794
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Ng, W. (2012). Can We Teach Digital Natives Digital Literacy? Computers & Education, 59(3), 1065-1078. https://doi.org/10.1016/j.compedu.2012.04.016
Osiceanu, M.-E. (2015). Psychological implications of modern technologies: “Technofobia” versus “technophilia”. Procedia-Social and Behavioral Sciences, 180, 1137-1144. https://doi.org/10.1016/j.sbspro.2015.02.229
Ployhart, R. E., & Bliese, P. D. (2006). Individual adaptability (I-ADAPT) theory: Conceptualizing the antecedents, consequences, and measurement of individual differences in adaptability. Advances in Human Performance and Cognitive Engineering Research, 6, 3-39. https://doi.org/10.1016/S1479-3601(05)06001-7
She, C., Liang, Q., Jiang, W., & Xing, Q. (2023). Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management. Frontiers in Psychology, 14, 1-9. https://doi.org/10.3389/fpsyg.2023. 1162072
Tarafdar, M., Pullins, E., & Ragu-Nathan, T. (2014). Technostress: Negative effect on performance and possible mitigations. Information Systems Journal, 25(2), 103-132. https://doi.org/10.1111/isj.12042
Tarafdar, M., Qiang, T., Ragu-Nathan, B. S., & Ragu-Nathan, T. S. (2007). The impact of technostress on role stress and productivity. Journal of Management Information Systems, 24(1), 301-328.
Tarafdar, M., Tu, Q., & Ragu-Nathan, T. S. (2010). Impact of technostress on end-user satisfaction and performance. Journal of Management Information Systems, 27(3), 303-334.
Ur Rehman, A., Mahmood, A., Bashir, S., & Iqbal, M. (2024). Technophobia as a technology inhibitor for digital learning in education: A systematic literature review. Journal of Educators Online, 1-14. https://doi.org/10.9743/jeo.2024.21.2.3
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. Available at SSRN: https://ssrn.com/abstract=3375136
Wong, L. C., Tiong, Y. Y., Tee, P. K., & Chan, B. Y. F. (2023). Exploring a tricomponent attitude model for the application of “forced” online learning in the post-COVID era. Malaysian Journal of Learning and Instruction, 20(2), 233-266. https://doi.org/10.32890/mjli2023.20.2.2
Ahsan, M. H., Ayub, N., & Azman, N. S. (2021). Digital literacy in Malaysia: a systematic literature review on methodological approaches. Malaysian Journal of Qualitative Research, 7(1), 107-125. https://e4da1ca9-94d3-48ad-8297-597fd7c343f1.filesusr.com/ugd/153315_f52f4c41bce2484f8263bb796d88c8f4.pdf
Ajlouni, A., & Rawadieh, S. (2022). Technophobia and technophilia among undergraduates: Cross-national research in Jordan, Qatar, and Egypt. Journal of Social Studies Education Research, 13(4), 24-55. Retrieved from https://jsser.org/index.php/jsser/article/view/4358/587
Ayyagari, R., Grover, V., & Purvis, R. (2011). Technostress: Technological antecedents and implications. MIS Quarterly, 35(4), 831–858.
Brod, C. (1984). Technostress: The human cost of the computer revolution. Addison Wesley Publishing Company.
Collie, R. J., & Martin, A. J. (2017). Teachers' sense of adaptability: examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement. Learning and Individual Differences, 55, 29-39. https://doi.org/10.1016/j.lindif.2017.03.003
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Davlembayeva, D., & Papagiannidis, S. (2024) Social Influence Theory: A review. In S. Papagiannidis (Ed), TheoryHub Book. Available at https://open.ncl.ac.uk
Economic Planning Unit (2021). Malaysia Digital Economy Blueprint. Retrieved from https://www.ekonomi.gov.my/sites/default/files/2021-02/malaysia-digital-economy-blueprint.pdf
Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106. Retrieved from https://www.uwyo.edu/wsup/_files/docs/transitions/english/ combined_2016/digital_literacy_yoram_eshet-alkalai.pdf
Jahan, N., Shawon, M. A. H., Sadia, F., Nitu, D. K., Ribon, M. E. K., & Mahmud, I. (2021). Modelling consumer’s intention to use IoT devices: role of technophilia. Indonesian Journal of Electrical Engineering and Computer Science, 23(1), 612-620. 10.11591/ijeecs.v23.i1.pp612-620
Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3), 819-827. https://psycnet.apa.org/doi/10.1016/j.compedu.2009.05.001
Kelman, H. C. (1958). Compliance, identification, and internalization three processes of attitude change. Journal of Conflict Resolution, 2(1), 51-60. https://doi.org/10.1177/002200275800200106
Lazarus, R. S. (1966). Psychological Stress and the Coping Process. McGraw-Hill.
Malaysia Digital Economy Corporation - MDEC (2021). Digital skills key to bolster workforce innovation. Retrieved from https://mdec.my/blog/digital-skills-key-to-bolster-workforce-innovation-kemahiran-digital-kunci-meningkatkan-inovasi-tenaga-kerja
Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728–746. https://doi.org/10.1037/a0032794
Martínez-Córcoles, M., Teichmann, M., & Murdvee, M. (2017). Assessing technophobia and technophilia: Development and validation of a questionnaire. Technology in Society, 51, 183-188. https://doi.org/10.1016/j.techsoc.2017.09.007
Nascimento, L., Correia, M. F., & Califf, C. B. (2024). Towards a bright side of technostress in higher education teachers: Identifying several antecedents and outcomes of techno-eustress. Technology in Society, 76, 1-16. https://doi.org/10.1016/j.techsoc. 2023.102428
News Straits Times (2021). Teach young digital literacy. Retrieved from https://www.nst.com.my/opinion/letters/2021/01/654841/teach-young-digital-literacy
Ng, W. (2012). Can We Teach Digital Natives Digital Literacy? Computers & Education, 59(3), 1065-1078. https://doi.org/10.1016/j.compedu.2012.04.016
Osiceanu, M.-E. (2015). Psychological implications of modern technologies: “Technofobia” versus “technophilia”. Procedia-Social and Behavioral Sciences, 180, 1137-1144. https://doi.org/10.1016/j.sbspro.2015.02.229
Ployhart, R. E., & Bliese, P. D. (2006). Individual adaptability (I-ADAPT) theory: Conceptualizing the antecedents, consequences, and measurement of individual differences in adaptability. Advances in Human Performance and Cognitive Engineering Research, 6, 3-39. https://doi.org/10.1016/S1479-3601(05)06001-7
She, C., Liang, Q., Jiang, W., & Xing, Q. (2023). Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management. Frontiers in Psychology, 14, 1-9. https://doi.org/10.3389/fpsyg.2023. 1162072
Tarafdar, M., Pullins, E., & Ragu-Nathan, T. (2014). Technostress: Negative effect on performance and possible mitigations. Information Systems Journal, 25(2), 103-132. https://doi.org/10.1111/isj.12042
Tarafdar, M., Qiang, T., Ragu-Nathan, B. S., & Ragu-Nathan, T. S. (2007). The impact of technostress on role stress and productivity. Journal of Management Information Systems, 24(1), 301-328.
Tarafdar, M., Tu, Q., & Ragu-Nathan, T. S. (2010). Impact of technostress on end-user satisfaction and performance. Journal of Management Information Systems, 27(3), 303-334.
Ur Rehman, A., Mahmood, A., Bashir, S., & Iqbal, M. (2024). Technophobia as a technology inhibitor for digital learning in education: A systematic literature review. Journal of Educators Online, 1-14. https://doi.org/10.9743/jeo.2024.21.2.3
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. Available at SSRN: https://ssrn.com/abstract=3375136
Wong, L. C., Tiong, Y. Y., Tee, P. K., & Chan, B. Y. F. (2023). Exploring a tricomponent attitude model for the application of “forced” online learning in the post-COVID era. Malaysian Journal of Learning and Instruction, 20(2), 233-266. https://doi.org/10.32890/mjli2023.20.2.2
Published
2024-11-01
How to Cite
SARAIH, Ummi Naiemah et al.
Exploring the Impact of Technophilia, Technophobia, and Digital Literacy on Learning Adaptability Among Malaysian IT Students.
International Journal of Advanced Research in Technology and Innovation, [S.l.], v. 6, n. 3, p. 1-16, nov. 2024.
ISSN 2682-8324.
Available at: <https://myjms.mohe.gov.my/index.php/ijarti/article/view/28030>. Date accessed: 10 dec. 2024.
Section
Articles
