{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,10]],"date-time":"2026-04-10T11:05:08Z","timestamp":1775819108594,"version":"3.50.1"},"reference-count":60,"publisher":"Emerald","issue":"4","license":[{"start":{"date-parts":[[2016,9,6]],"date-time":"2016-09-06T00:00:00Z","timestamp":1473120000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PROG"],"published-print":{"date-parts":[[2016,9,6]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>Based on rapid improvements in telecommunications and wireless networks with extensive educational contents, numerous studies have been conducted to improve our educational success\/attainment\/environment. With this trend, the purpose of this paper is to investigate users\u2019 perceptions of teaching assistant (TA) robots and the possible motivations that impact the users\u2019 intention to use (IU) the robots.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>In light of the rapid development of and attempts at understanding interactions with social robots, including TA robots, this study uses structural equation modeling and confirmatory factor analysis.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>The results indicated that perceived usefulness was the most crucial factor determining the users\u2019 IU for TA robots. In addition, the relationships of the original technology acceptance model were confirmed. The study findings demonstrated the crucial importance of perceived enjoyment and service quality.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>Although the role of TA robots has gained user attention, few investigations have been conducted to explain how IU is formed. The current study can thus act as the foundation for exploring the acceptance process in the context of TA robots.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/prog-02-2016-0017","type":"journal-article","created":{"date-parts":[[2016,11,18]],"date-time":"2016-11-18T13:08:39Z","timestamp":1479474519000},"page":"354-366","source":"Crossref","is-referenced-by-count":41,"title":["The adoption of teaching assistant robots: a technology acceptance model approach"],"prefix":"10.1108","volume":"50","author":[{"given":"Eunil","family":"Park","sequence":"first","affiliation":[]},{"given":"Sang Jib","family":"Kwon","sequence":"additional","affiliation":[]}],"member":"140","reference":[{"issue":"3","key":"key2020121302145230200_ref001","first-page":"411","article-title":"Structural equation modeling in practice: a review and recommended two-step approach","volume":"103","year":"1998","journal-title":"Psychological Bulletin"},{"key":"key2020121302145230200_ref201","first-page":"161","article-title":"PEERs at play: a case study on persuasive educational and entertainment robotics in autism education","year":"2013"},{"key":"key2020121302145230200_ref002","first-page":"3703","article-title":"Human reactions to good and bad robots","year":"2007"},{"key":"key2020121302145230200_ref003","first-page":"4360","article-title":"Applying behavioral strategies for student engagement using a robotic educational agent","year":"2013"},{"issue":"2","key":"key2020121302145230200_ref004","doi-asserted-by":"crossref","first-page":"58","DOI":"10.1145\/1066149.1066155","article-title":"Individual differences and usage behavior: revisiting a technology acceptance model assumption","volume":"36","year":"2005","journal-title":"ACM SIGMIS Database"},{"issue":"6","key":"key2020121302145230200_ref005","doi-asserted-by":"crossref","first-page":"1674","DOI":"10.1016\/j.chb.2010.06.016","article-title":"Age differences in perceptions of online community participation among non-users: an extension of the technology acceptance model","volume":"26","year":"2010","journal-title":"Computers in Human Behavior"},{"key":"key2020121302145230200_ref202","first-page":"314","article-title":"Designing a socially assistive robot for personalized number concepts learning in preschool children","year":"2015","journal-title":"Proceedings of 2015 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)"},{"key":"key2020121302145230200_ref006","volume-title":"The Dependability of Behavioral Measurements: Theory of Generalizability for Scores and Profiles","year":"1972"},{"issue":"3","key":"key2020121302145230200_ref007","doi-asserted-by":"crossref","first-page":"319","DOI":"10.2307\/249008","article-title":"Perceived usefulness, perceived ease of use, and user acceptance of information technology","volume":"13","year":"1989","journal-title":"MIS Quarterly"},{"issue":"8","key":"key2020121302145230200_ref008","doi-asserted-by":"crossref","first-page":"982","DOI":"10.1287\/mnsc.35.8.982","article-title":"User acceptance of computer technology: a comparison of two theoretical models","volume":"35","year":"1989","journal-title":"Management Science"},{"issue":"14","key":"key2020121302145230200_ref009","doi-asserted-by":"crossref","first-page":"1111","DOI":"10.1111\/j.1559-1816.1992.tb00945.x","article-title":"Extrinsic and intrinsic motivation to use computers in the workplace","volume":"22","year":"1992","journal-title":"Journal of Applied Social Psychology"},{"issue":"1","key":"key2020121302145230200_ref010","doi-asserted-by":"crossref","first-page":"60","DOI":"10.1287\/isre.3.1.60","article-title":"Information systems success. 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