Abstract—The role of technology in evolving and uplifting the
lifestyle of populations worldwide has been enormous since the
advent of 21st Century. Education when combined with
technology, escalates the whole process of growth and
development by making the user more and more independent in
managing complex tasks in real time with less effort. This is an
integrated process involving many factors to interplay.
Acceptance of technology in the field of education still remains a
challenge. There exist discrepancies in access and acceptance of
technology among users in the academic realm, especially in the
developing countries. This study attempts to gauge such
discrepancies and the factors that lead to them by digging into
the attitudes that urge people to accept or reject the Learning
Management System (LMS) - a widely used technological
intervention in the teaching learning process. The study was
conducted in an engineering institute in India and data was
collected from both the students and the teachers. The factors
identified by the Unified Theory of Acceptance and Use of
Technology (UTAUT) Model were used to design tools for data
collection. Interviews were also conducted to substantiate the
quantitative findings. The results indicated that acceptance of
LMS was less in women as compared to their male counterparts
both among the teachers and the students. The dependency on
technology is influenced by factors such as the extent to which
the user considers it easy to operate and, social influence from
colleagues and seniors. Thus, it becomes clear that Effort
Expectancy and Social Influence play an important role in the
acceptance or rejection of available technology aides in
education among women.
Index Terms—Learning management system, UTAUT model, learning management system, gender, effort expectancy, social influence.
Divya Dosaya and V. S. Nirban are with the BITS Pilani, India (e-mail: email@example.com).
Tanu Shukla was with BITS Pilani, India.
Cite: Divya Dosaya, Tanu Shukla, and V. S. Nirban, "Transformation of Academic Ecology through Information Communication Technology Adoption," International Journal of Information and Education Technology vol. 10, no. 5, pp. 372-377, 2020.Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).