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The impact of technology is becoming increasingly relevant in its everyday use amongst a variety of different industries and practices. This most prominently includes educational systems and services. As a direct result of the on-going COVID-19 pandemic, the majority of students and educators have had to relocate unto online platforms. Therefore the implementation and acceptance of such technological resources has become widespread in its outreach. Through the understanding and usage of predictive theories presented in Technology Acceptance Models (Davis, 1989), research review processes have suggested that student acceptance, engagement and retention of such essential technological tools varies based upon factors adjacent to motivation. The influence of motivation and interest to partake in the technology presented to them as well as balance in activities and opportunities made available to them can directly impact a student's perception of their capabilities and subsequently their performance within a learning environment. By understanding the factors which directly impact and influence a student's motivation and perception towards education. This can further allow educators and creators to structure educational technologies and tools for students of all educational levels, backgrounds and capabilities in the future. [ABSTRACT FROM AUTHOR]

With society becoming increasingly dependent upon technology due to its multitude of uses and functions, healthcare professionals have followed suit. As the use of technology and electronic health records is encouraged upon all formats and sizes of healthcare systems more healthcare professionals are being mandated to learn new software and tools to streamline their work. As their work becomes increasingly efficient, the demand for better performance and output increases as well. The continuous demand for improvement has resulted in increased stress levels amongst different healthcare professionals and decreased motivation in their obligations towards work. As the stress levels for healthcare professionals impacts their performance, additional consequences arise which in turn reflect upon the overall quality of healthcare services provided. This paper seeks to explore and understand how and why these technology-based stressors occur and how health administrators can better understand the conditions which could prevent it. [ABSTRACT FROM AUTHOR]

As society evolves to encompass new formats of mobile technologies. It can be observed in everyday resources such as vehicular mobile technologies. This is becoming increasingly evident and observable in resources such as driver assistance software, autonomous vehicles, navigation support, and driver security for accident prevention. To better understand user’s willingness to accept and subsequently adopt said automotive technologies, theoretical frameworks and acceptance models such as the Technology Acceptance Model (TAM), Theory of Plan Behavior (TPB), Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) were utilized and reviewed throughout various studies. The outcome suggested that the more generalized, TAM was widely utilized and accepted in terms of predicting user willingness to accept and adopt mobile technology in vehicular settings. [ABSTRACT FROM AUTHOR]

The impact of technology is becoming increasingly relevant in its everyday use amongst a variety of different industries and practices. This most prominently includes educational systems and services. As a direct result of the on-going COVID-19 pandemic, the majority of students and educators have had to relocate unto online platforms. Therefore the implementation and acceptance of such technological resources has become widespread in its outreach. Through the understanding and usage of predictive theories presented in Technology Acceptance Models (Davis, 1989), research review processes have suggested that student acceptance, engagement and retention of such essential technological tools varies based upon factors adjacent to motivation. The influence of motivation and interest to partake in the technology presented to them as well as balance in activities and opportunities made available to them can directly impact a student's perception of their capabilities and subsequently their performance within a learning environment. By understanding the factors which directly impact and influence a student's motivation and perception towards education. This can further allow educators and creators to structure educational technologies and tools for students of all educational levels, backgrounds and capabilities in the future. [ABSTRACT FROM AUTHOR]