Results of the measurement model.

While technology adoption has received widespread attention in teaching, little research has been conducted on the impact of emotional attachment and resistance to change on technology adoption by teachers, especially in the field of music. This study adopted an extended technology acceptance model to examine music teachers’ technology adoption in the context of Chinese university teaching. These results suggest that music teachers in the Chinese universities have positive attitudes toward the use of technology in music education. Their technology using intention was based significantly on the perceived usefulness, their own attitudes toward technology, emotional attachment, and resistance to change. These variables explain 89% of the variance in music teachers’ technology adoption intention. Additionally, music teachers’ emotional attachment related considerably to the perceived usefulness of technology and resistance to change which proved to be a significant precursor to perceived ease of use. Pedagogical suggestions are provided to improve design thinking and technology adoption for music teachers.

尽管技术采纳在教学领域已受到广泛关注，但现有研究鲜有探讨情感依恋与变革阻力对教师技术采纳行为的影响，且此类研究在音乐教育领域尤为稀缺。本研究采用拓展后的技术接受模型（Technology Acceptance Model, TAM），针对中国高校教学场景下的音乐教师技术采纳行为展开研究。研究结果显示，中国高校音乐教师对在音乐教育中应用技术持积极态度。其技术使用意向显著受感知有用性（perceived usefulness）、自身对技术的态度、情感依恋以及变革阻力的影响。上述变量可解释音乐教师技术采纳意向中89%的变异量。此外，音乐教师的情感依恋与技术感知有用性及变革阻力显著相关；而变革阻力被证实是感知易用性（perceived ease of use）的重要前置因素。本研究最后为音乐教师提供了相关教学建议，以助力其提升设计思维与技术采纳能力。