International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 19, No. 1 (2023)

Investigating College Students’ and Instructors’ Perspectives on Adopting Technologies for Public Speaking Skills Development in a Hispanic Serving University

Ying Cheng, California State University, San Bernardino
Maggie Boyraz, California State University, San Bernardino
Julie L Taylor, California State University, San Bernardino
Rosemarie Gilbert, California State University, San Bernardino

Abstract
Technology has been shown to reduce students’ public speaking anxiety, enhance their delivery skills, and increase presentation self-efficacy. However, students can only garner benefits if technology designed for improving public speaking skills has been adopted and implemented. This study aims to analyze the relationship between students’ communication competence, perceived technology features, technology satisfaction, and intention to use technology designed for improving public speaking. In addition, we examined instructors’ insights into incorporating such technologies for public speaking into classrooms. Based on the technology acceptance model (TAM), the study focuses on decision-making surrounding the adoption of two technologies for public speaking (a video-based technology that facilitates real-time feedback from humans, and an AI-based technology for automatic feedback) in a Hispanic-Serving Institution. A quantitative survey with students (n = 80) and a qualitative survey with instructors (n = 11) were conducted. Findings of a path analysis indicate that students with lower levels of competence in communication tended to find public speaking technologies more useful. Moreover, students’ perceived technology usefulness and ease of use were positively associated with intentions of future technology use through technology satisfaction. Additionally, a qualitative analysis of instructors’ responses revealed that technologies could be helpful for teaching public speaking if they assist rather than replace instructors in offering feedback.

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