Big-Five Personality Factors and Technology Acceptance among University Students

Dom Joy and J. Venkatachalam
Periyar University, Salem


This study aims to investigate how university students’ personality characteristics affect
their acceptance and adoption of mobile learning technologies, shedding light on the
interaction between personal traits and technology integration in educational settings.
With a sample of 728 participants, this study investigated the impact of personality
factors / traits on the technology acceptance and further to see the effect of certain
demographic characteristics on technology acceptance. The Mini-IPIP scale with 20
items by Donnellan et al. and the technology acceptance scale of Park et al. was used
to tap the responses from the subjects of the study. The findings showed neither gender
nor stream of education (arts, science, and commerce) significantly affected participant’s
technology acceptance. Further findings showed a strong positive correlation between
extraversion and perceived usefulness. Accordingly, participants with agreeable traits
had a more vital perception of the mobile learning relevance and accessibility of
technology for their learning. Additionally, agreeableness showed significant positive
correlations with learning relevance and system accessibility. However,
conscientiousness and neuroticism did not significantly correlate with any factors related
to technology acceptance. Moreover, a significant positive correlation existed between
intellect/imagination and attitude and perceived usefulness. Regression analysis revealed
that personality characteristics like extraversion, agreeableness, conscientiousness,
neuroticism, and intellect/imagination did not significantly affect technology acceptance

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