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The equency and accep ance o educa ional echnology as a
lea ning ool among acul y membe s
Fa naz Sha andi1, Hossein Emad Mom az2, Nas a an Mo adi3, Zah a Che aghi4, Masoumeh
Seidi*5
1S uden Resea ch Commi ee, Hamadan Uni e si y o Medical Sciences, School o Medicine, Hamadan, I an
2Depa men o Pedia ics, Hamadan Uni e si y o Medical Sciences, Hamadan, I an.
3Depa men o Nu i ional Science, S uden Resea ch Commi ee, Hamadan Uni e si y o Medical Sciences, School o Medicine, Hamadan, I an.
4Modeling o Noncommunicable Diseases Resea ch Cen e , Depa men o Epidemiology, School o Public Heal h, Hamadan Uni e si y o
Medical Sciences, Hamadan, I an.
5Assis an P o esso , Ph.D. in medical educa ion, Educa ion De elopmen Cen e (EDC), Hamadan Uni e si y o Medical Sciences, Hamadan,
I an.
A icle in o Abs ac
In oduc ion
Many uni e si ies and educa ional ins i u ions had o
suddenly swi ch om adi ional class ooms o dis ance
lea ning du ing he co id-19 pandemic due o he need
o social dis ancing [1, 2]. Imp o emen s we e u gen ly
needed as a esul o his change, which equi ed he use
o educa ional echnology o con inue ins uc ion while
ollowing social and physical dis ancing egula ions [3].
E en a e he pandemic, many ins i u ions now p o ide
A icle his o y:
Recei ed 16 Ap . 2024
Accep ed 6 Feb. 2025
Published 14 Ap . 2025
Sha andi e al. J Med Edu De . 2025; 18(1): 132-139 Jou nal o Medical Educa ion De elopmen
Backg ound & Objec i e: Educa ional echnologies imp o e ins uc ion and make lea ning
easie . They ha e se e al ad an ages, such as encou aging ac i e lea ning, aising mo i a ion,
and imp o ing he s anda d o ins uc ion. This s udy aimed o de e mine how equen ly and
how well acul y membe s a Hamadan Uni e si y o Medical Sciences used educa ional
echnology as a eaching ool. Addi ionally, i aimed o iden i y he di icul ies ela ed o online
lea ning and collec hei opinions on educa ional echnology.
Ma e ials & Me hods: A c oss-sec ional s udy, was conduc ed be ween ea ly Feb ua y and
ea ly May 2023. The a ge popula ion consis ed o all Hamadan Uni e si y o Medical Sciences
acul y membe s, o which 139 o so we e chosen by s a i ied andom sampling om each
pa icula school. The esea ch ins umen was a ques ionnai e di ided in o sec ions
co e ing: 1) socio-demog aphics and occupa ion, 2) expe ience wi h new educa ional
echnologies, 3) a lis o hese echnologies, and 4) ques ions de i ed om he alida ed
Technology Accep ance Model (TAM). We u ilized a mul iple linea eg ession model o
analyze he ela ionship be ween demog aphic a iables and ou comes. We also used he chi-
squa e es o compa e p opo ional di e ences a a 95% con idence le el.
Resul s: Acco ding o he analysis, 86.33% o acul y membe s ha e in eg a ed new
educa ional echnologies in o hei ins uc ion. Wea able echnology was used he leas o
ins uc ion (1.44%), while mobile apps we e he mos common (53.96%). The majo i y o new
educa ional echnologies (47.48%) we e used o heo e ical ins uc ion.
Conclusion: Gi en he ad an ages o educa ional echnologies, in es iga ing how hey a e
cu en ly being used and c ea ing a sys ema ic plan o hei success ul implemen a ion can
bene i acul y, s uden s, and academic ins i u ions. This me hod should supplemen
con en ional lec u es.
Keywo ds: educa ional echnology, echnology accep ance model, acul y membe s
*Co esponding au ho :
Masoumeh Seidi, Assis an P o esso ,
Ph.D. in medical educa ion, Educa ion
De elopmen Cen e (EDC),
Hamadan Uni e si y o Medical
Sciences, Hamadan, I an.
Email: [email protected]
O iginal A icle
How o ci e his a icle:
Sha andi F, Emad Mom az H, Mo adi
N, Che aghi Z, Seidi M. The
equency and accep ance o
educa ional echnology as a lea ning
ool among acul y membe s . J Med
Edu De . 2025; 18(1): 132-139.
[ DOI: 10.61186/edcj.18.1.132 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
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Sha andi e al
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: The equency and accep ance o educa ional echnology as a lea ning ool among acul y membe s
Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 1¦ 2025 133
online cou ses in addi ion o in-pe son lec u es due o
ecen de elopmen s in educa ional echnology [4].
The use o a wide a ie y o digi al esou ces o imp o e
he eaching p ocess and encou age e ec i e lea ning is
known as educa ional echnology [5]. Educa ional
echnology can signi ican ly enhance he lea ning
p ocess by deli e ing educa ional ma e ials on pla o ms
ha can be accessed globally [6]. Deli e ing educa ion
h ough hese echnologies helps ans o m he eaching
p ocess owa d a mo e s uden -cen e ed app oach,
encou aging mo e di ec in e ac ion wi h he ins uc o
and engagemen , as well as deep and c i ical hinking [7].
The Technology Accep ance Model (TAM) explains he
ac o s in luencing an indi idual's decision o adop o
ejec a pa icula echnology o ask comple ion [8].
Acco ding o TAM, wo p ima y ac o s a ec adop ion:
pe cei ed use ulness and ease o use. Pe cei ed
use ulness is he ex en o which an indi idual belie es
u ilizing a speci ic echnology will enhance job
pe o mance [9]. How o in ol e acul y membe s who
a e con en wi h new echnologies in he educa ional
sec o is a ele an ques ion in he echnological age we
li e in oday. Since i highligh s he many ad an ages o
educa ional echnologies o lea ning and eaching skill
enhancemen , answe ing his ques ion bene i s s uden s
and academic ins i u ions. S a membe s' accep ance o
educa ional echnologies will likely imp o e i hey
pe cei e hem as bene icial and ad an ageous, posi i ely
in luencing hei a i udes and in en ions o use hem
mo e equen ly.
Challenges such as inadequa e acili ies and equipmen ,
capaci y-building de iciencies, he need o ex ended
p epa a ion ime, and echnical di icul ies ha e hinde ed
he use o educa ional echnologies [6, 10]. This s udy
in es iga es he p e alence and accep ance o
educa ional echnology as a lea ning ool among acul y
membe s, conside ing ha he ad an ages o
implemen ing i go beyond pandemic applica ions o
bo h eaching ins i u ions and s uden s. I also
in es iga es how hey iew educa ional echnology o
pinpoin he di icul ies associa ed wi h online lea ning.
Ma e ials & Me hods
Design and se ing(s)
A c oss-sec ional s udy assessed he equency and
accep ance o new educa ional echnologies among
acul y membe s a Hamadan Uni e si y o Medical
Sciences om ea ly Feb ua y o ea ly May 2023. To
align wi h he s udy's p ima y objec i e, a simila 2015
s udy by Zala e al. was e e enced o de e mine he
sample size. The sample size was calcula ed wi h an e o
le el o 0.05 and a powe o 90%. The o al sample size
comp ised 139 acul y membe s who pa icipa ed in he
s udy.
Pa icipan s and sampling
The s udy popula ion included acul y membe s om he
Hamadan Uni e si y o Medical Sciences (depa men s
o Medicine, Den is y, Pha macy, Heal h, Nu sing and
Midwi e y, Rehabili a ion, Pa amedicine, New
Technologies, and Resea ch) who had been ec ui ed o
each be o e he co id-19 pandemic and had expe ience
eaching online cou ses. Inclusion c i e ia we e consen
o pa icipa e in he s udy and expe ise using educa ional
echnologies.
Tools/Ins umen s
The ques ionnai e comp ised ou sec ions. The i s
sec ion included ques ions on socio-demog aphic and
occupa ional in o ma ion, such as gende , age, du a ion
o eaching expe ience, ype o school, academic ank,
and employmen s a us. The second sec ion in es iga ed
expe iences wi h new educa ional echnologies and lis ed
a ious echnologies including Mobile Apps, Simula o s,
Gami ica ion, A i icial In elligence, Mo ion G aphics,
Vi ual/Augmen ed Reali y, Mic olea ning, Podcas s,
Big Da a, In e ne o Things, Wea able Technologies,
and Massi e Open Online Cou ses (MOOCs). Social
media was excluded due o i s egula use by acul y
membe s. Responden s answe ed h ee yes/no ques ions
ega ding hei expe ience wi h each echnology,
whe he hey had de eloped eaching ma e ials, and
whe he hey had a ended wo kshops on hese
echnologies. The hi d sec ion sco ed ques ions using a
bina y checklis (yes/no).
The ou h sec ion o he su ey con ained ques ions
based on he alida ed TAM (8–10) o e alua e he
acul y membe s' pe cep ions o he educa ional
echnologies' use ulness, ease o use, and accep ance on
a i e-poin scale ange o "s ongly disag ee" o
"s ongly ag ee." TAM is ins umen al in unde s anding
he ac o s in luencing he a ge g oup's po en ial
accep ance o ejec ion o echnology [11]. Pe mission
o his sec ion's con en was ob ained om he
co esponding au ho o he a icle "The Expe iences,
challenges, and Accep ance o e-lea ning as a Tool o
Teaching du ing he co id-19 Pandemic among
uni e si y medical s a " [6]. The ques ionnai e's alidi y
was ensu ed by solici ing eedback om 10 expe s on
he ques ions' necessi y, edundancy, and cla i y, leading
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134 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 1 ¦ 2025
o necessa y modi ica ions. The ques ionnai e's
eliabili y was con i med wi h a C onbach's alpha alue
g ea e han 0.7 [12]. The ques ionnai e had good
eliabili y, wi h C onbach's alpha o 0.78.
Da a collec ion me hods
Da a collec ion was conduc ed ia a ques ionnai e wi h
ou sec ions: [1] socio-demog aphic and occupa ional
in o ma ion, [2] expe ience wi h new educa ional
echnologies, [3] a yes/no checklis o new educa ional
echnologies, and [4] he alida ed Technology
Accep ance Model (TAM) assessing pe cep ions o
use ulness, ease o use, and accep ance.The
ques ionnai e was dis ibu ed in p in o acul y o ices
and elec onically ia depa men heads.
Da a analysis
Da a we e analyzed using desc ip i e and analy ical
s a is ical es s wi h STATA 17 so wa e. Desc ip i e
s a is ics ( equency and pe cen age) desc ibed he
a iables. A p- alue o ≤ 0.05 was deemed s a is ically
signi ican . We u ilized a mul iple linea eg ession
model o analyze he ela ionship be ween demog aphic
a iables and ou comes. Addi ionally, we applied he
chi-squa e es o compa e di e ences in p opo ions, all
a a 95% con idence le el.
Resul s
One hund ed hi y-nine employees o Hamadan
Uni e si y o Medical Sciences p o ided he da a. Mos
pa icipan s had 1–10 yea s o eaching expe ience
(71.22%), we e assis an p o esso s (58.99%), and we e
p ima ily om he medical depa men (51.08%).
38.13% o he s a pa icipa ing in his s udy we e
o icially employed (Table 1).
The second sec ion o he ques ionnai e ound ha 120
s a membe s had used he new educa ional
echnologies o eaching (86.33%), and he majo i y o
hem had used he echnologies o mo e han 2 yea s
(43.88%). Be o e he co id-19 pandemic, 91 pa icipan s
(65.47%) had al eady been using new educa ional
echnologies, al hough only 21.58% epo ed ha ing
access o as in e ne speeds. These echnologies we e
p ima ily employed o heo e ical lessons (47.48%)
(Table 2). In he hi d sec ion o he su ey, mobile apps
we e he mos equen ly used echnologies o eaching
(53.96%), and wea able echnologies we e he leas used
(1.44%). Mobile apps we e he p e e ed choice o
c ea ing educa ional p oduc s using new echnologies
(10.79%), whe eas simula o s, gami ica ion, and
wea able echnology we e seldom selec ed (1.44% each).
Conce ning pa icipa ion in wo kshops o lea n abou
new educa ional echnologies, mobile apps again led he
way (31.65%), wi h wea able echnology emaining he
leas engaged (1.44%) (Table 3). The ou h sec ion's
indings indica e ha he pe cei ed use ulness, ease o
use, and accep ance o new educa ional echnologies as
eaching ools a e p omising. 43.17% o pa icipan s
exp essed hei in en ion o use hese echnologies in he
u u e, wi h a maximum o only 2.88% s ongly
disag eeing wi h wo subsec ions (Table 4). Table 5
p esen s a equency dis ibu ion o demog aphic
a iables ela ed o he use o new educa ional
echnology, accompanied by p- alues indica ing he
s a is ical signi icance o di e ences among ca ego ies.
I shows ha he majo i y o esponden s a e assis an
p o esso s (58.47%), wi h a smalle pe cen age as
associa e p o esso s (20.60%) and p o esso s (13.6%).
The p- alue o 0.787 indica es ha hese academic anks'
use o echnology does no di e signi ican ly. A p- alue
o 0.688, which also shows no signi ican co ela ion
be ween eaching expe ience and echnology use,
e lec s ha all esponden s ha e mo e han 30 yea s o
eaching expe ience. In e ms o depa men al
ep esen a ion, he heal h depa men has he mos
esponden s (51.8%), ollowed by pa amedicine (37.0%)
and ehabili a ion (25.9%).
Table 1. Cha ac e is ics o pa icipan s
Va iables
n (%)
Academic ank o acul y membe s
Ins uc o
Assiss an p o esso
Associa e p o esso
P o esso
11 (7.91)
82 (58.99)
28 (20.14)
18 (12.95)
Teaching expe ience
(yea s)
1-10
10-20
20-30
>30
99 (71.22)
25 (17.99)
10 (7.19)
4 (2.88)
Depa men
Medical
Pha macology
Den al
Nu sing
Heal h
Pa amedicine
Rehabili a ion
71 (51.08)
10 (7.19)
9 (6.47)
11 (7.91)
14 (10.07)
12 (8.63)
7 (5.04)
Employmen s a us
O icial
Employmen con ac
Se ice commi men
Con ac ual employmen
53 (38.13)
8 (5.76)
31 (22.30)
43 (30.94)
No e: Pe cen ages a e based on he o al numbe o pa icipan s who esponded
o each ques ion. Some pa icipan s did no answe ce ain ques ions in he
ques ionnai e, and hese esponses we e excluded om he calcula ions.
Abb e ia ions: n, numbe o pa icipan s; %, pe cen age.
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Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 1¦ 2025 135
The medical, pha macology, den al, and nu sing
depa men s had no esponden s. A signi ican di e ence
in echnology usage by depa men is indica ed by he p-
alue o 0.045, which sugges s ha depa men al
a ilia ion in luences echnology adop ion. Las bu no
leas , he majo i y o esponden s (40.52%) ha e a o mal
job, ollowed by hose wi h employmen con ac s
(31.90%) and se ice commi men s (21.55%). A p- alue
o 0.915 sugges s no app eciable di e ences in
echnology use acco ding o employmen s a us.
Table 2. Expe ience ega ding he new educa ional echnologies
Expe ience o s a membe s
n (%)
Ha ing used he new educa ional echnologies o eaching
120 (86.33)
Du a ion o using he new educa ional echnologies:
< 1 yea
1-2 yea s
> 2 yea s
17 (12.23)
43 (30.94)
61 (43.88)
Ha ing used he new educa ional echnologies o eaching be o e
co id-19 pandemic
91 (65.47)
Ha ing access o as in e ne speed
30 (21.58)
Ha ing used he new educa ional echnologies in:
Theo e ical lessons
P ac ical lessons
Clinical cases
66 (47.48)
3 (2.18)
12 (8.63)
Abb e ia ions: n, numbe o pa icipan s; %, pe cen age.
Table 3. P e alence o using he new educa ional echnologies
Va ibles
Technologies
Ha ing used he men ioned
educa ional echnology o
eaching
n (%)
Ha ing c ea ed an educa ional
p oduc
using he men ioned
educa ional echnology
n (%)
Ha ing pa icipa ed in a wo kshop
o lea n abou he men ioned
educa ional echnology
n (%)
Mobile apps
75 (53.96)
15 (10.79)
44 (31.65)
Simula o s
21 (15.11)
2 (1.44)
19 (13.67)
Gami ica ion
14 (10.07)
2 (1.44)
21 (15.11)
A i icial in elligence
18 (12.95)
7 (5.04)
19 (13.67)
Mo ion g aphic
23 (16.55)
9 (6.47)
21 (15.11)
Vi ual eali y
16 (11.51)
5 (3.60)
16 (11.51)
Augmen ed eali y
3 (2.16)
5 (3.60)
9 (6.47)
Mic o-lea ning
17 (12.23)
7 (5.04)
16 (11.51)
Podcas
58 (41.73)
25 (17.99)
24 (17.27)
Big da a
10 (7.19)
5 (3.60)
4 (2.88)
In e ne o hings
7 (5.04)
5 (3.60)
4 (2.88)
Wea able echnology
2 (1.44)
2 (1.44)
2 (1.44)
MOOCs
12 (8.63)
6 (4.32)
11 (7.91)
Abb e ia ions: n, numbe o pa icipan s; %, pe cen age; MOOCs, massi e open online cou ses.
Wi h a pa icula ocus on pe cei ed use ulness,
pe cei ed ease o use, and accep ance, he analysis in
Table 6 looks a how di e en ac o s a ec he
dimensions o new educa ional echnologies. Wi h
coe icien s o -0.03 o pe cei ed use ulness and -0.08
o pe cei ed ease o use, bo h o which p oduce non-
signi ican p- alues (0.787 and 0.521, espec i ely), he
esul s show ha age has li le bea ing. The e ec s o
academic ank a e also insigni ican ; ull p o esso s,
associa e p o esso s, and assis an p o esso s all ha e
coe icien s be ween -3.35 and -2.90, alling sho o
signi icance. Pe cei ed use ulness and eaching
expe ience a e mo e posi i ely co ela ed (2.04, p =
0.087), sugges ing possible ele ance. Den al and
medical p o essionals had a mo e a o able opinion o
ease o use (3.87, p = 0.130) han o he depa men s,
which consis en ly p oduced coe icien s nea ze o wi h
non-signi ican p- alues. Simila limi a ions apply o he
e ec s o employmen s a us; con ac ual employmen
showed some posi i e coe icien s bu was no
signi ican ac oss all a iables. O e all, he e a e ew
s ong co ela ions be ween he ac o s unde
in es iga ion and he aspec s o new educa ional
echnologies.
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136 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 1 ¦ 2025
Table 4. Accep ance o he new educa ional echnologies as lea ning ools
Dimensions
Sub-ca ego y
S ongly ag ee
n (%)
Ag ee
n (%)
Nei he ag ee
no disag ee
n (%)
Disag ee
n (%)
S ongly
disag ee
n (%)
Pe cei ed
use ulness
Accele a ed eaching p ocess
52 (37.41)
50 (35.97)
17 (12.23)
14 (10.07)
1 (0.72)
Imp o ed pe o mance
54 (38.85)
54 (38.85)
14 (10.07)
10 (7.19)
2 (1.44)
Inc eased p oduc i i y
52 (37.41)
52 (37.41)
18 (12.95)
9 (6.47)
3 (2.16)
E icien
51 (36.69)
55 (39.57)
18 (12.95)
9 (6.47)
2 (1.44)
Simpli ied eaching p ocess
51 (36.69)
56 (40.29)
18 (12.95)
4 (2.88)
3 (2.16)
Help ul
51 (36.69)
75 (53.96)
6 (4.32)
1 (0.72)
1 (0.72)
Pe cei ed ease o
use
Easily lea ned
48 (34.53)
50 (35.97)
23 (16.55)
10 (7.19)
3 (2.16)
Con ollable
36 (25.90)
44 (31.65)
35 (25.18)
15 (10.79)
4 (2.88)
Unde s andable
34 (24.46)
69 (49.64)
21 (15.11)
9 (6.47)
2 (1.44)
Flexible
45 (32.37)
58 (41.73)
24 (17.27)
5 (3.60)
2 (1.44)
Easily used
33 (23.74)
55 (39.57)
24 (17.27)
19 (13.67)
4 (2.88)
Easily skilled
46 (33.09)
62 (33.09)
22 (15.83)
3 (2.16)
2 (1.44)
Accep ance o
he new
educa ional
echnologies
Will use he new educa ional
echnologies in he u u e
55 (39.57)
60 (43.17)
18 (12.95)
1 (0.72)
1 (0.72)
Will use he new educa ional
echnologies equen ly
36 (25.90)
48 (34.53)
41 (29.50)
7 (5.04)
2 (1.44)
Sa is ied wi h he new
educa ional echnologies
41 (29.50)
52 (37.41)
34 (24.46)
4 (2.88)
3 (2.16)
Recommend he new educa ional
echnologies as eaching ools
50 (35.97)
52 (37.41)
26 (18.71)
3 (2.16)
1 (0.72)
No e: Pe cen ages a e based on he o al numbe o pa icipan s who esponded o each ques ion. Missing esponses we e excluded om he calcula ions. The i ems in his
sec ion we e adap ed om he Technology Accep ance Model (TAM) and used wi h pe mission.
Abb e ia ions: n, numbe o pa icipan s; %, pe cen age.
Table 5. The equency o using new educa ional echnology acco ding o demog aphic a iables
Va iables
n (%)
p- alue
Academic ank
0.787
Ins uc o
9 (7.63)
Assiss an p o esso
69 (58.47)
Associa e p o esso
24 (20.60)
P o esso
16 (13.6)
Teaching expe ience
(yea s)
0.688
1-10
0 (0.0)
10-20
0 (0.0)
20-30
0 (0.0)
>30
4 (100.0)
Depa men
0.045
Medical
0 (0.0)
Pha macology
0 (0.0)
Den al
0 (0.0)
Nu sing
0 (0.0)
Heal h
14 (51.8)
Pa amedicine
10 (37.0)
Rehabili a ion
7 (25.9)
Employmen s a us
0.915
O icial
47 (40.52)
Employmen con ac
37 (31.90)
Se ice commi men
25 (21.55)
Con ac ual employmen
7 (6.03)
Abb e ia ions: n, numbe o pa icipan s; %, pe cen age; p- alue, p obabili y- alue.
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Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 1¦ 2025 137
Table 6. The ole o some ac o s on new educa ional echnologies dimensions
Va iables
Pe cei ed use ulness
Pe cei ed ease o use
Accep ance
Coe icie
n
95% CI
p-
alue
Coe ici
en
95% CI
p- alue
Coe icien
95% CI
p- alue
Age(pe yea )
- 0.03
(-0.27, 0.21)
0.787
-0.08
(0.16, 0.52)
0.521
-0.05
(0.16, 0.52)
0.592
Academic ank
Assiss an p o esso /
Ins uc o
- 2.90
(- 8.02, 2.22)
0.265
- 0.05
(6.49, 0.79)
0.983
- 0.11
(- 3.70, 3.47)
0.950
Associa e
p o esso /
Ins uc o
- 2.43
(- 8.29, 3.44)
0.414
0.76
(5.88, 0.76)
0.794
- 0.24
(- 4.35, 3.87)
0.908
P o esso / Ins uc o
- 3.35
(- 10.48, 3.78)
0.354
- 1.08
(3.32, 0.37)
0.758
- 0.82
(- 5.81, 4.17)
0.746
Teaching expe ience
(pe yea )
2.04
(- 0.30, 4.37)
0.087
1.04
(2.56, 0.42)
0.368
1.26
(- 0.37, 2.90)
0.128
Depa men
Pha macology/Medical
- 1.30
(- 5.71, 3.11)
0.560
- 1.75
(3.16, 0.57)
0.422
- 0.01
(- 2.08, 4.96)
0.997
Den al/Medical
3.87
(- 1.16, 8.90)
0.130
2.03
(3.35, 0.78)
0.415
1.44
(- 2.67, 3.72)
0.420
Nu sing/Medical
- 1.36
(- 5.92, 3.20)
0.556
- 1.30
(2.85, 0.49)
0.545
0.53
(- 2.78, 2.83)
0.744
Heal h/Medical
- 0.84
(- 4.85, 3.17)
0.687
- 0.56
(7.38, 0.63)
0.777
0.03
(0.16, 0.52)
0.983
Pa amedicine/Medical
- 3.93
(- 8.40, 0.55)
0.085
- 1.53
(2.16, 0.36)
0.490
- 0.05
(- 0.21, 0.12)
0.592
Rehabili a ion/Medical
1.91
(- 4.17, 7.99)
0.535
1.44
(2.40, 0.35)
0.633
-0.11
(- 3.70, 3.47)
0.950
Employmen s a us
Employmen
con ac /O icial
- 0.04
(- 4.14, 4.06)
0.986
- 1.85
(0.16, 0.52)
0.363
- 0.24
(- 5.81, 4.17)
0.908
Se ice commi men /
o icial
- 0.61
(- 5.30, 4.08)
0.797
- 2.18
(4.95, 0.98)
0.348
- 0.82
(- 0.37, 2.90)
0.746
Abb e ia ions: p- alue, p obabili y- alue; CI, con idence in e al.
Discussion
I was hough o be bene icial o look in o he accep ance
and pe cep ions o educa ional echnologies because o
he many ad an ages made especially clea du ing he
pandemic and he subsequen need o use hese
echnologies o a oid dis up ing educa ion. This s udy
aims o op imize hei bene i s and imp o e hei
applica ion wi h con en ional eaching echniques.
Acco ding o he indings, 120 acul y membe s
(86.33%) had used new educa ional echnologies o
hei s uden s' educa ion, among hese echnologies.
Du ing social dis ancing, he co id-19 pandemic o ced
people wo ldwide o ely mo e on online lea ning and
educa ional echnologies [1, 13]. Ama e e al.'s s udy
showed ha nea ly h ee- ou hs (72.6%) o acul y
membe s hold posi i e belie s and highly accep
educa ional echnology. Fu he mo e, he likelihood o
accep ing and u ilizing echnologies o lea ning was 2.3
imes highe o acul y membe s wo king in eaching
se ings a esea ch ins i u ions [14].
In his s udy, mobile apps we e he mos equen ly used
educa ional echnologies. The esul s o Voicu e al.‘s
s udy showed ha pe cei ed use ulness, habi , pe cei ed
skill, and sel -e icacy di ec ly in luence he
Con inuance In en ion (CU) o use sma phones in highe
educa ion. Fu he , pe o mance expec ancy, in insic
mo i a ion, pe cei ed ease o use, and pe cei ed
enjoymen indi ec ly in luence he CU o use [15].
Pa icipan s' esponses ega ding he u u e use o new
educa ional echnologies we e posi i e, wi h 55%
s ongly ag eeing and 60% ag eeing. A good eache
acili a es lea ne s' lea ning p ocess by applying new
educa ional echnologies and has a oolbox o hese
echnologies o use acco ding o he subjec and lea ning
si ua ion. Acco ding o he esul s, he e is p omise in he
pe cei ed alue, usabili y, and accep ance o new
educa ional echnologies as eaching aids. Inco po a ing
elemen s o educa ion and i ual eali y (VR)
echnology in aining se ings, an expanded TAM was
c ea ed. The ela ionships be ween ac o s ele an o VR
echnology and lea ning we e suppo ed, and he o iginal
TAM ac o s showed he mos i al ela ionships [16].
Gab iel e al's s udy demons a ed conside able
di e ences in how digi al echnologies a e inco po a ed
in o pos -seconda y educa ion. A he uni e si y (whe e
we conduc ed ou esea ch), he e is no policy go e ning
he use o digi al ools in he class oom, and each
p o esso app oaches hei ins uc ion acco ding o hei
p e e ences and iewpoin s [17]. P omo ion, inancial
ewa ds, and educing wo kload and ime a e all
signi ican mo i a o s o s a membe s o emb ace and
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: The equency and accep ance o educa ional echnology as a lea ning ool among acul y membe s
138 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 1 ¦ 2025
use new echnology [10]. T aining acili a es employee
adop ion by gi ing hem he in o ma ion and abili ies
hey need o use new echnology e ec i ely and
e icien ly. Employee adop ion o new echnology is
ueled by manage ial suppo , which includes gi ing
hem inancial and echnical suppo and he ime hey
need o become amilia wi h i [18].
Acco ding o he s udy's indings, he e a e no able
di e ences in echnology used by he depa men , wi h
he Heal h depa men ha ing he mos esponden s, bu
no disce nible di e ences in usage ac oss academic
anks, eaching expe ience, o employmen s a us.
Fu he mo e, he pe cei ed u ili y, usabili y, and
accep ance o new educa ional echnologies a e no
signi ican ly impac ed by age, academic s anding, o
employmen s a us; howe e , eaching expe ience and
depa men al a ilia ion a e ma ginally mo e ele an bu
s ill no e y signi ican .
Facul y membe s can o e come he ime and space
cons ain s o adi ional eaching me hods by u ilizing
con empo a y educa ional echnologies. The speed a
which echnology is de eloping in educa ion is
as ounding. The c oss-sec ional na u e o his s udy and
i s ocus on acul y membe s om a single uni e si y
ep esen limi a ions, gi en he limi ed acili ies and
subop imal in e ne speeds ha impac he adop ion o
new educa ional echnologies. Fu he mo e, a signi ican
obs acle ha led o a limi ed s udy popula ion was he
acul y membe s' unwillingness o answe he
ques ionnai e. C ea ing an elec onic e sion o he
su ey was ad an ageous because i made i easie o
uni e si y employees o access and espond whene e i
was mos con enien o hem.
Conclusion
The cu en s udy esul s indica ed ha acul y membe s
had employed new educa ional echnologies o lea ning
(86.33%). Among hese echnologies, mobile apps we e
he mos equen ly used o online eaching, whe eas
wea able echnologies we e he leas u ilized. These
indings sugges ha he pe cei ed use ulness, ease o
use, and accep ance o new educa ional echnologies as
eaching ools a e p omising. Fu u e esea ch should
build upon hese indings by explo ing addi ional a eas
and ace s o he subjec , enla ging he sample size, and,
c ucially, concen a ing on he exis ing educa ional
echnology's ole in collabo a i e lea ning and
engagemen . Subsequen s udies also employ quali a i e
me hods, such as in e iews, g oup discussions, ocus
g oups, and obse a ions, o be e unde s and he
si ua ion and acul y membe s' a i udes.
E hical conside a ions
App o al om he ins i u ional e hical commi ee was
secu ed (E hical code: IR.UMSHA.REC.1402.037), and
he Decla a ion o Helsinki conduc ed he s udy. W i en
in o med consen was ob ained om all pa icipan s.
A i icial in elligence u iliza ion o a icle
w i ing
The au ho s decla e ha AI-based ools ha e no been
used in he esea ch and p epa a ion o his manusc ip .
Acknowledgmen
This s udy, esea ch p ojec numbe 140203232209,
ecei ed app o al om Hamadan Uni e si y o Medical
Sciences. The esea che s ex end hei hea el g a i ude
o he es eemed Vice-Chancello o Resea ch and
Technology o he Uni e si y, he Medical Educa ion
De elopmen Cen e , and he Hamadan Uni e si y o
Medical Sciences acul y membe s o hei coope a ion.
Con lic o in e es s a emen
The au ho s s a ed no po en ial con lic s o in e es .
Au ho con ibu ions
Seidi, H E Mom az, and F Sha andi con ibu ed o he
concep ion and design o he s udy. F Sha andi and M
Seidi con ibu ed o he de elopmen o he
ques ionnai e. F Sha andi, N Mo adi, and M Seidi
con ibu ed o da a collec ion. Z Che aghi, M Seidi, and
F Sha andi con ibu ed o he analysis and in e p e a ion
o he esul s. F Sha andi and M Seidi con ibu ed o
manusc ip p epa a ion and w i ing. All au ho s app o e
o he inal manusc ip .
Funding
This wo k was suppo ed by Hamadan Uni e si y o
Medical Sciences (g an numbe : 14023232209).
Da a a ailabili y s a emen
The ques ionnai e can be ob ained by con ac ing he
co esponding au ho .
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