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6C - Fear From COVID-19 and Technology Adoption - p.7&17
6C - Fear From COVID-19 and Technology Adoption - p.7&17
Rana Saeed Al-Maroof , Said A. Salloum , Aboul Ella Hassanien & Khaled
Shaalan
To cite this article: Rana Saeed Al-Maroof , Said A. Salloum , Aboul Ella Hassanien & Khaled
Shaalan (2020): Fear from COVID-19 and technology adoption: the impact of Google Meet during
Coronavirus pandemic, Interactive Learning Environments, DOI: 10.1080/10494820.2020.1830121
1. Introduction
Universities and colleges have dictated much of their effort to build up a group of virtual teaching
environment supported by necessary resources and platforms. In fact, they are striving to achieve
certain successful results. However, the spread of COVID-19 has left these institutions in a predica-
ment. It has led to bad consequences of emotions, such as fears, worries and feeling of apprehension
among students all over the world. Fear alone negatively affects the psychological status of students
and lead to stigma in some situations. The pandemic nature of COVID-19 has even worsened the
situation leading to psychosocial challenges, such as loss and discrimination (Ahorsu et al., 2020;
Lin, 2020; Pappas et al., 2009). Fear has influenced the educational institutions resulting in hindering
the teaching and learning process; affecting the concept of e-learning deeply. Fear is manifested in
different forms, including fear of security, fear of missing out, fear of failure, fear to take risks, … etc.
(Alt & Boniel-Nissim, 2018; Ellahi, 2017; Machů & Morysová, 2016; MORCHID, n.d.). Based on the pre-
vious assumption, it seems that fear may extend its effect to influence the adoption of technology
during COVID-19 pandemic when most schools, colleges and universities have started implementing
distance learning to lessen the dangerous and malicious effects of Coronavirus. However, most of
universities and colleges have faced certain challenges regarding teachers’ knowledge and its
implementation through technology, students’ understanding and proficiency, and the lack of trans-
ferring classroom teaching into virtual classes (Chen & Li, 2011; Li et al., 2018; Liang et al., 2011). The
validation of the effectiveness of technology or virtual class application is highly dependent on the
adoption of the technology as a mean for distance learning. Most adoption studies have shown that
the process of adoption itself is not an easy one as it may influence many aspects, such as learning
technology, context and strategy. Though technology adoption has been covered by many research-
ers in the previous studies, it is believed that the adoption of innovative ways of teaching, which is
Google Meet, in exceptional circumstance; that is, Coronavirus pandemic has not been investigated
yet. Both Google Play and Apple Store have recently provided all users with Google Meet. The appli-
cation can be accessed and updated automatically from the Store. The freemium strategy that is
found in the App Store has positively affected the number of users (Habes et al., 2020; C. Z. Liu
et al., 2014; McIlroy et al., 2016).
A key extra feature that radically worsens the learning environment is that people have devel-
oped high pressure of fear during the spread of COVID-19 (Lemke & Silverman, 2020) which put
the colleges and universities under the pressure of accounting for two important issues simul-
taneously: choosing an effective e-learning tool and controlling the high fear environment of the stu-
dents. Accordingly, the current study investigates the importance of choosing an effective and
suitable technology that lessens the fear factor during the educational process. Therefore, the fear
element as an external factor was introduced to the TAM model to account for the acceptance of
Google Meet technology. The novelty of the current research lies in the fact that fear factor was
added as an external factor to the well-established TAM model along with the novelty of both the Cor-
onavirus situation and the novelty of Google Meet app that have been also addressed. Google Meet
app is relatively a recent application, and no studies have focused on their role at the higher education
domain. The lack of a clear understanding of the role of fear, which may de crease the opportunities for
using technology for educational purposes, is evident in previous studies.
Keeping all these limitations in mind, the purpose of the current research is to provide a better
educational understanding of the type of technology that can fit in the best, whenever fear is a domi-
nant figure in the life of teachers and students. Both teachers and students are following this new
application for the first time to improve learning outcomes during this critical period.
In terms of academic research adoption model, TAM has been successfully used widely in the lit-
erature as a model for adoption of technology. It has been used to measure the users’ willingness to
accept and use a technology (Q. Liu et al., 2020; Tsai et al., 2020). Hence, the current study makes use
of TAM with two external factors: namely, fear and subjective norms to understand teachers and stu-
dents’ willingness to accept Google Meet. The technology acceptance model (TAM) is used to inves-
tigate the perceptions of two groups, namely: teachers and students regarding the use of Google
Meet in the Coronavirus pandemic. Fear during the predicament of COVID-19 and its direct relation
with the TAM model has never been dealt with before. Our model, therefore, focuses on the different
forms of fear that teachers and students may have especially when there is a big threat from Coro-
navirus pandemic. By doing so, it is believed that this research paper will provide technological and
educational input to both teachers and application developer of how to implement and develop
new technologies in the time of disease lockdown. Understanding the conditions behind the adop-
tion of Google Meet during Coronavirus pandemic may lead to highlight certain educational issues
that are unique and can appear only in such exceptional circumstances. It may add theoretically and
practically to the related literature in the field of technology adoption.
anxiety. Part of the educational sector, anxiety is an outstanding factor that affects students adoption
of technology. In addition to anxiety, the lack of skills and experience may add to the lack of interest in
the usage of technology. Another distinguished factor is the fear of the technology itself, which works
with the anxiety and literacy to decrease the chances of adopting technology properly. Therefore, tea-
chers and educators should pay attention to the psychological aspect and prepare students to be
ready to accept the technology. The lack of preparedness and technical readiness is another causal
of fear within the educational sector and both of them have a negative influence on the adoption
of technology (Mac Callum & Jeffrey, 2014; Nchunge et al., 2012; Thatcher & Perrewe, 2002). Edu-
cational sector is not an exception and other domains also show fear of technology adoption.
Within the health sector, patients main concern is related to health anxiety which refers to the
patients’ apprehension or fear from any results that indicate severe illness. Studies in the medical
sector, therefore, put more emphasis on the negative effects of anxiety and perceived risk on using
technology (Kamal et al., 2020; Meng et al., 2020). Within the banking sector, rather different types
of fear are found that stem from customers’ attitude and perception towards technology itself. As
far as mobile payment is concerned, most customers are afraid of using their data. Other studies
have shown that customers’ fear of being a fraud in addition to lack of experience and trust have
influenced the adoption of mobile banking negatively (Bailey et al., 2020; Makttoofa, Khalidb, & Abdul-
lahc, n.d.). Finally, within the household, it seems that fear of technology is the dominant factor behind
the lack of interest in using the technology along with the increase in the number of family task. Table 1
shows the main forms of fear in different sectors along with the model adopted.
Most recent studies have tackled the issues of fear and technology acceptance as well. Most of
these studies tend to rely on the TAM model and other models. The mainstream of research
focuses on the effect of technology acceptance due to fear of technology itself. Most users have
given different justifications regarding the fear to use technology. Some of them have confirmed
the fact that it is a matter of self-confidence. Whenever a human works, he is supposed to make
errors and this fact amplifies the fear factor (Gresham, 2020). Others claim that they do not prefer
to use technology because it is time-consuming and they are not be able to accomplish their tasks
on time (Appavoo, 2020). Other acceptance studies have focused on the effect of fear of breaching
the privacy of data which adds more emphasis on security and privacy awareness (Distler et al., 2020).
In light of the rapid spread of COVID-19, the universities and colleges found themselves under the
pressure of building up a safe teaching environment where the internet was the main facilitator.
However, choosing the best e-learning platform with effective pedagogies has been regarded as a
big challenge. Therefore, this study tries to pave the way to the innovative element of fear from
COVID-19 within a specific technology, which is Google Meet, to pinpoint the groundbreaking effect
of fear from the disease in a selected educational environment. The study adopted the TAM model
which has been proved to be widely-spread in research that focuses on technology adoptions and it
was regarded as an influential and effective tool in previous studies (Baby & Kannammal, 2020).
Recent studies (Al-Azawei et al., 2017; Mugo et al., 2017; Scherer et al., 2019) have made it a well-estab-
lished. The paper is intended to implement a variant of the TAM model and introduce an external factor
to the model that will support the research questions and hypotheses. The addition of the fear of COVID-
19 sets our model apart from other previous studies and contributes to the novelty of the paper.
Table 1. The main forms of fear in different sectors along with the model adopted.
No. Sectors Authors Date Forms of fear Technology Samples Models
1. Educational (Mac Callum & 2014 Anxiety ICT Educators TAM
Institutions Jeffrey, 2014) and
Students
(Thatcher & 2002 Anxiety IT Technology Students CSE
Perrewe, 2002)
(Nchunge et al., 2012 Fear of Electronic mode Teachers and TAM
2012) preparation of teaching students
and support
2. Health (Bhattacherjee & 2007 Fear of Healthcare Physicians TAM & UTAUT
Institutions Hikmet, 2007) Technology information
technology (HIT)
(Meng et al., 2020 Fear of severe Mobile Patients cognitive and
2020) illness results affective trust
(Kamal et al., 2020 Anxiety and fear Telemedicine People from TAM with
2020) of risk Pakistan inclusion of
additional
constructs
3. Banking (Johnston & 2010 Fear Appeals Fear Appeals Customers PMT
Sector Warkentin, System
2010)
(Bailey et al., 2020 Fear of losing Mobile Payment Bank TAM
2020) personal data (MP) Customers
(Makttoofa et al., 2020 Fear of hacking, Mobile Banking Bank TAM
n.d.) phishing being Customers
fraud
4. Household (Brown & 2005 Fear of Computers American MATH
Sector Venkatesh, Technology households
2005)
can affect directly users’ behavioral intention (BI). Accordingly, attention should be paid to PU as it is
used as a tool to measure the degree to which an individual tends to evaluate technology as a useful
tool and likely to accept or adopt that technology. PEU, on the other hand, refers to the degree to which
an individual believes that using technology is attainable and easy to manage (Fred D Davis, 1989).
Based on the previous assumption, when users perceive technology to be easy to use, they will be
more likely to have positive attitudes towards that technology; hence, the users’ perceptions of its
usefulness are evident. Similarly, when users perceive technology as useful, they will be more likely
to have a positive attitude to adopt technology. To apply the previous assumptions to the current
model, the following hypotheses are proposed:
H1: Perceived Ease of use (PEU) would predict the intention of using Google Meet (AGM).
H2: Perceived usefulness (PU) would predict the intention of using Google Meet (AGM).
H3: Perceived Ease of use (PEU) would predict the Perceived usefulness (PU).
have made use of TAM and SN as an external factor is by (Huang et al., 2020) where it is emphasized
that there is a close relation between the external factors and other embedded factors of TAM in
different previous studies. However, it seems that the external factor of SN has not been
implemented deeply and efficiently in these studies.
Therefore, this study has intended to make a connection between SN as an external factor and
another external factor that has deeply affect the individual during the spread of Coronavirus
which is perceived fear (PF) that is explained in the following section. The hypothesis that can be
formed is that
H4: Subjective norm (SN) would predict the intention of using Google Meet (AGM).
H6: Perceived Fear (PF) would predict the Perceived Ease of use (PEU).
H7: Subjective norm (SN) would predict the Perceived usefulness (PU).
H8: Perceived Fear (PF) would predict the Subjective norm (SN).
The proposed research model relies on these hypotheses, as illustrates in Figure 1. The theoretical
model is first given the form of a structural equation model, and then it is assessed by using machine
learning methods.
4. Research methodology
Technology during COVID 19 is approaching closer to effectively facilitate the process of teaching.
Coined by the fact the GM was one of the influential approaches to replace the face to face teaching
environment within the breakdown period, GM helps in contextualizing many educational practices
including implementing the curriculum, designing an effective lesson plan, giving oral presentations
from both teachers and students, giving feedback individually or in the group and following up with
students whose achievement was not up to the required standard due to COVID 19 predicament.
2020. There was no compensation given to the participants who volunteered to fill out the surveys.
This research collects the data by employing the convenience sampling approach. The survey was
appropriately filled by 450 students in total out of 500 surveys circulated, having 90% of the response
rate. Among these 180 were males and 270 females. The detailed information regarding the respon-
dents can be seen in Table 2.
The five measurement scales of the questionnaire are reliable as per the aforementioned table,
thus the study can integrate these.
Table 4. Cronbach’s alpha values for the pilot study (Cronbach’s alpha ≥ 0.70).
Construct Cronbach’s alpha
Adoption of GM 0.883
Subjective norm 0.865
Perceived fear 0.896
Perceived ease of use 0.789
Perceived usefulness 0.852
According to the results in Table 5, the convergent validity is confirmed as the values of both
measures were true. Testing the “Heterotrait-Monotrait ratio (HTMT)” of correlations was rec-
ommended by (Henseler et al., 2015) for discriminant validity. < 0.85 should be the values of
HTMT. According to the readings in Table 6, the discriminant validity is confirmed as all the
values were true.
Table 5. Convergent validity results which assures acceptable values (Factor loading, Cronbach’s alpha, composite reliability
≥0.70 & AVE >0.5).
Constructs Items Factor loading Cronbach’s alpha CR AVE
Adoption of GM AGM1 0.769 0.805 0.810 0.771
AGM2 0.815
Subjective norm SN1 0.836 0.828 0.799 0.700
SN2 0.847
SN3 0.708
SN4 0.778
Perceived fear PF1 0.868 0.798 0.835 0.705
PF2 0.804
PF3 0.800
PF4 0.816
Perceived ease of use PEU1 0.830 0.847 0.770 0.799
PEU2 0.884
PEU3 0.798
Perceived usefulness PU1 0.879 0.780 0.785 0.600
PU2 0.830
PU3 0.862
PU4 0.801
INTERACTIVE LEARNING ENVIRONMENTS 9
Figure 2. Hypotheses testing results (significant at P** < = 0.01, P* < 0.05).
10 R. S. AL-MAROOF ET AL.
As illustrated in Table 11, the results identify that both OneR and J48 classifiers gave improved
performance as compared to the other classifiers in predicting the perceived Ease of use (PEOU)
by perceived fear (PF). The OneR and J48 classifiers predicted the satisfaction of having an accuracy
of 88.11%. Consequently, H6 is supported.
Moreover, the results highlighted that Logistic gave an improved performance as compared to
the other classifiers in predicting the subjective norm (SN) by perceived fear (PF), as per Table 12.
The Logistic classifier predicted the actual use having an accuracy of 85.39%. Consequently, H8 is
supported.
5. Discussion
Recent studies are investigating the effect of coronavirus pandemic on modern technology,
especially the ones that are related to teaching and learning. Technology has proven to be a
useful tool and a captive road. In fact, it has achieved a kind of victory over the disease itself and
paves the way to a new approach in teaching (Kumar et al., 2020). The present study focuses on
the effect of COVID-19 on the teaching process via GM. The model of the study puts more emphasis
on the perceived fear factor (PF), which has an extraordinary effect on measuring the influence of
COVID-19 over a group of teachers and students. Likewise, there is an interest to investigate the
effect of the pandemic not only on Google Meet but also on other teaching-based technologies
that have been used during this period. Therefore, this is study is an attempt to fill this gap and
opens the door to future work.
For the first three hypotheses, the focus was on the factors of PEU and PU. The hypotheses seem
to be consistent with previous studies, that is, the fact that usefulness of Google Meet is governed by
its of ease of use seems to be agreed upon by much prior research where colleges and universities
were encouraged to focus on the factors of usefulness and ease of use (Martín-García et al., 2019;
Rafique et al., 2020). For the fourth hypothesis, where SN factor was investigated, the results have
shown that peer’s opinions have an effective role in creating an influential educational environment.
The results seem to be in line with the previous studies, which have revealed a positive role of peers
in the e-learning environment (Knabe, 2012; Nadlifatin et al., 2020). Finally, the hypotheses that were
related to perceived fear (PF) have suggested that the novelty of this factor seems to be unique and it
lies behind the innovation of the study.
Table 8. Summary of hypotheses tests at P** = <0.01, P*<0.05 Significant at P** = <0.01, P* < 0.05.
H Relationship Path t-value P-value Direction Decision
H1 PEU -> AGM 0.313 12.058 0.002 Positive Supported**
H2 PU -> AGM 0.440 18.297 0.000 Positive Supported**
H3 PEU -> PU 0.553 13.450 0.001 Positive Supported**
H4 SN -> AGM 0.675 10.605 0.000 Positive Supported**
H5 PF -> AGM 0.584 3.229 0.030 Positive Supported*
H6 PF -> PEU 0.469 22.108 0.000 Positive Supported**
H7 SN -> PU 0.250 5.835 0.011 Positive Supported*
H8 PF -> SN 0.658 19.005 0.000 Positive Supported**
Note: AGM, Adoption of Google Meet; SN, subjective norm; PF, Perceived fear; PEU, perceived ease of use; PU, perceived
usefulness.
INTERACTIVE LEARNING ENVIRONMENTS 11
The proposed model was tested in this study by a corresponding approach employing PLS-SEM
and machine learning classification algorithms. The complementary multi-analytical approach is
used to further contribute to the information systems (IS) literature as this study is among the
small efforts done for the application of machine learning algorithms in predicting the actual use
of Google Meet application. Significantly, it is to be observed that to predict a dependent variable
and to validate a conceptual model depending on the extension of an existing theory, PLS-SEM
can be employed (Al-Emran et al., 2018). Similarly, to predict a dependent variable depending on
independent variables, supervised machine learning algorithms (i.e. possessing a pre-defined depen-
dent variable) can be employed (Arpaci, 2019). Furthermore, another point of interest is that various
classification algorithms with different methodologies like decision trees, Bayesian networks, associ-
ation rules, neural networks, and if–then-else rules have been used in the study. Particularly, it has
been indicated by the results that J48 (a decision tree) gave an improved performance as compared
to other classifiers in many scenarios. It is also important to state that the decision tree (nonpara-
metric) was employed for classifying continuous (numerical) as well as categorical variables by divid-
ing the sample into homogeneous sub-samples depending on the highly important independent
12 R. S. AL-MAROOF ET AL.
variable (Arpaci, 2019). On the contrary, the significant coefficients with substitutes from the sample
to pull a large number of sub-samples randomly was tested through the PLS-SEM (a nonparametric
procedure).
6. Conclusion
Results of the current study seem to be in line with previous studies regarding the importance of
TAM variables (F. D Davis, 1989; Teo, 2012; V Venkatesh & Bala, 2008). It seems that students’ inten-
tion to accept technology is higher when there are no other sources available except GM technology
as a tool in studying during the spread of COVID-19. The results that are related PU and PEU are con-
sistent with previous studies as it was found that both PU and PEU significantly affect students’
acceptance of GM, which puts more emphasis on the importance of them as indicators for students’
intention to use GM during especial atmosphere which is the spread of COVID-19. Moreover, PEU
significantly influences PU, which implies that whenever technology is evaluated as easy, it has
the implicit indication that it is useful.
Regarding subjective norm (SN), the results illustrate that there is a strong relationship between
subjective norm and students’ acceptance of GM. It is suggested that students’ acceptance of GM is
significantly influenced by their classmates’ reactions, existence, and behavior inside classes via GM.
The relationship between SN and students’ acceptance of GM is in line with previous studies such as
(Song & Kong, 2017; V Venkatesh & Bala, 2008; Viswanath Venkatesh & Davis, 2000; Wong et al., 2012)
where [“Country Y”] students are seen to be highly affected with the behavior of their classmate that
may add the sense of security and comfort in attending classes during the pandemic period. Stu-
dents are more intrinsically motivated to use GM whenever the same class is shared with a group
of his or her colleagues. Furthermore, SN is significantly affected by the variables PEU and PU. The
results have shown that peers’ and instructors’ attitude and availability may promote GM as a
tool for learning through the pandemic period, they are more willing to perceive it as useful, free
of effort and enjoyable. These findings seem to be consistent with the previous study by (El-Gayar
et al., 2011) where it was confirmed that feedback from instructors and peers can highly influence
students’ attitude towards perceived effectiveness of the technology.
The fear factor that appears due to the spreading of COVID-19 represents one of the crucial
hypotheses in the current study. COVID-19 is a kind of pandemic that has affected human popu-
lations severely. The possibility of transmission is very high, causing the lockdown and stay-at-
home strategy (Zhang et al., 2020). This study has adopted a model that is considered to be prom-
ising for future research as it sheds light on the effect of COVID-19 during the pandemic period.
Based on the results obtained from the study, the fear factor is evident in this period, but GM has
been proven to be a successful tool to lessen the fear of instructors and peers. Accordingly, the vari-
ables PEU and PU are significantly affected by perceived fear (PF). The responses have shown that the
PF is evident during the pandemic period, but the fact that GM has a high degree of PEU and PU has
reduced the fear factor and encourages students to attend the scheduled classes.
usage of technology. Therefore, we demonstrate empirically that the perceived fear in the time of
disease should be considered as a dominant factor in any adoption model.
Management has to focus on the findings of the study where the peers’ opinions affect positively
the educational environment during the COVID-19. It creates an extra-social oriented factor that
lessens the fear factor and adds a high social level of intimacy. In addition, based on the current
findings it seems that most technology users’ account for the higher usage of technology on its use-
fulness. Thus, colleges and universities have to adopt useful technology where ease of use is a sig-
nificant factor.
In a global context, educational stakeholders should consider the effect of a fear factor during the
spread of COVID-19 in developing a positive correlation between the usefulness of the technology
and the controlling the fear factor which means that students have reacted effectively and positively
to the used technology; thus, educators from all around the world should create a real functioning
learning environment that guarantees the implementation of good pedagogies and lessen the fear
factor.
6.3. Recommendations
Google Meet is considered as a safe environment in online teaching, and it is highly recommended
during the pandemic outbreak. It is considered as a potential solution in teaching during the shut-
down period. The availability of GM has given all teachers and peers the self- sensing of security and
an immediate communication tool when the city of Dubai is the contamination status. Google Meets
has several advantages over other means of communication. First of all, it is an application on smart-
phones and laptops. This fact helps The British University in Dubai (BUiD) students to join classes
easily using their own smartphones. The second important factor is that the links that are provided
within each class time can be used several times which enables the students to be connected with
their teachers any time during the day. The last crucial factor is that students are more confident and
the feeling of fear is reduced to its minimum level.
Disclosure statement
No potential conflict of interest was reported by the author(s).
ORCID
Rana Saeed Al-Maroof http://orcid.org/0000-0003-4408-7710
Said A. Salloum http://orcid.org/0000-0002-6073-3981
Aboul Ella Hassanien http://orcid.org/0000-0002-9989-6681
Khaled Shaalan http://orcid.org/0000-0003-0823-8390
14 R. S. AL-MAROOF ET AL.
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Appendix
Instrument development
Adoption of Google Meet (AGM)
– AGM1: I highly recommend GM to use it in the pandemic time.
– AGM2: I am willing to use GM with my classmates to enrich my study.
Perceived usefulness (PU)
– PU1: Using GM will lessen my fear from Coronavirus.
– PU2: Using GM will increase my understanding in virtual class.
– PU3: Using GM will make more productive as student in the disease time.
– PU4: Overall, I find GM is useful in my study during the lockdown period.
Perceived Ease of use (PEU)
– EPU1: Learning through GM is easy.
– EPU2: I can become skillful in GM though I am under the lockdown pressure.
– EPU3: I am using GM easily to do what I am supposed do (Homework, assignment).
– EPU4: Overall, the GM is easy to use.
Perceived Fear (PF)
– PF1: I can’t concentrate on my class through GM because of COVIC-19.
– PF2: GM reduces my fear.
– PF3: GM provides a chance to be away from the lockdown.
– PF4: GM provides chances of learning instead of being afraid.
Subjective Norm (SN)
– SN1: I am not afraid of COVID-19 when I join virtual classes via GM.
– SN2: I feel that GM reduces my fear and my classmates’ fear.
– SN3: I feel that GM is more useful with my classmates.
– SN4: I feel that GM is easy to use with my classmates.