THE EFFECT OF TECHNOSTRESS ON STUDENTS' ACCEPTANCE OF DIGITAL CURRICULUM
DOI:
10.54443/ijset.v4i11.1283Published:
2025-11-16Downloads
Abstract
This study explores the influence of technostress on digital curriculum acceptance among students at the Faculty of Economics and Business, Muhammadiyah University of Surakarta. Technostress, the psychological distress caused by difficulties adapting to technology, can hinder students' motivation and engagement in digital learning. A quantitative survey was conducted on 101 active students using platforms such as LMS, with data analyzed using SEM-PLS through Warp-PLS. The results showed that techno-overload (β = 0.207, p = 0.015) and techno-uncertainty (β = 0.460, p < 0.001) significantly influenced acceptance, while techno-invasion and techno-complexity were insignificant. Perceived usefulness and perceived ease of use were the main drivers of positive student attitudes, influenced by self-efficacy and institutional support. Interestingly, techno-overload encouraged adaptation despite causing stress. These findings emphasize the need for user-friendly digital curricula and digital literacy training to reduce technostress. This research provides insights for faculty to improve the effectiveness of digital learning through system design that supports psychological well-being and technology acceptance.
Keywords:
Ease of Use Usefulness Digital Curriculum Technology Acceptance TechnostressReferences
Cesarano, V. P., De Angelis, G., De Marco, E. L., Limone, P., Pingani, L., Castaldo, S., De Marco, E., Li Pira, G., Polizzotto, G., Vescovelli, F., & Ruini, C. (n.d.). Human-machine interaction and psychological well-being in university students: Results from the PRIN DIGIWELL project.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Hendartorno, & Widilestari. (2022). The impact of technostress on emotional exhaustion in online learning. Journal of Educational Technology, 10(2), 45–56.
Lee, Y. (2021). Technostress and its impact on digital learning effectiveness. International Journal of Educational Research, 15(4), 123–134.
Li, X., & Liu, D. (2022). The influence of technostress on cyberslacking of college students in technology-enhanced learning: Mediating effects of deficient self-control and burnout. International Journal of Environmental Research and Public Health, 19(18), 11800.
Manhiwa, T., Esnath, M. D., Mveku, B., Mutero, T., & Mbuyisa, E. (2025). Assessing the influence of technostress on the academic performance of adult learners in Zimbabwe. International Journal of Emerging Trends in Social Sciences, 15(2), 46–52.
Mushtaque, I., Awais-E-Yazdan, M., & Waqas, H. (2022). Technostress and medical students’ intention to use online learning during the COVID-19 pandemic in Pakistan: The moderating effect of computer self-efficacy. Cogent Education, 9(1), 2102118.
Saleem, F., Chikhaoui, E., & Malik, M. I. (2024). Technostress in students and quality of online learning: Role of instructor and university support. Frontiers in Education, 9, 1309642.
Vallone, F., Galvin, J., Cattaneo Della Volta, M. F., Akhtar, A., Chua, S., Ghio, E., Giovazolias, T., Kazakou, Z., Kritikou, M., Koutra, K., Kovacevic, S., Lee-Treweek, G., Mašková, M., Mavritsaki, E., Nastic, J., Plassova, M., Stuchlíková, I., & Zurlo, M. C. (2023). Technostress and academic motivation: Direct and indirect effects on university students’ psychological health. Frontiers in Psychology, 14, 1211134.
Wang, X., Li, Z., Ouyang, Z., & Xu, Y. (2021). The Achilles heel of technology: How does technostress affect university students’ wellbeing and technology-enhanced learning. International Journal of Environmental Research and Public Health, 18(23), 12322.
Wang, X., & Yu, X. (2024). Art students’ technostress, perceived usefulness, satisfaction, and continuance intention to use mobile educational applications. SAGE Open, 14(2), 1–11.
Zhao, Z., An, Q., & Liu, J. (2025). Exploring AI tool adoption in higher education: Evidence from a PLS-SEM model integrating multimodal literacy, self-efficacy, and university support. Frontiers in Psychology, 16, 1619391.
License
Copyright (c) 2025 Fitri Ramadhani Purnomo, Muthiah Fahria, Nayla Alvira Damayanti, Zahwa Praditha Eka Suci, Rizqi Surya Saputra, Santi Putriani
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
