Exploring Cognitive Dissonance among Undergraduate Students at the University of Cape Coast: Investigating Resistance and Acceptance in the Adoption of Technology
- 1 Department of ICT, University of Cape Coast, Cape Coast, Ghana
- 2 Department of Science, St. John Bosco College of Education, Navrongo, Ghana
- 3 Department of Science, St. John Bosco College of Education, Navrongo, Ghana
- 4 Department of Business and Social Science Education, University of Cape Coast, Cape Coast, Ghana
Abstract
This study investigates the role of cognitive dissonance in influencing technology adoption behaviours among undergraduate students at the University of Cape Coast. As educational institutions increasingly rely on technology to enhance learning, understanding the psychological and social factors that affect students’ willingness to adopt technology is critical. Cognitive dissonance—an internal conflict that arises when individuals hold contradictory beliefs or experience discomfort from conflicting information—is examined concerning technology acceptance, perceived ease of use, perceived usefulness, and resistance among students. Using a quantitative approach, data were collected through surveys and focus group discussions with undergraduate students across various academic disciplines. Quantitative analysis revealed that cognitive dissonance significantly affects students’ perceptions of technology’s usefulness and ease of use, which are key determinants in the Technology Acceptance Model (TAM). Conversely, peer support and positive social influences were found to mitigate dissonance, enhancing acceptance. The study identifies critical barriers to effective technology adoption, including high perceived complexity and lack of confidence in using digital tools. To address these challenges, it recommends that institutions focus on reducing cognitive dissonance by providing tailored support and training, designing user-friendly interfaces, and fostering a positive technology culture. The implications for the literature are significant, as this study highlights the need to integrate cognitive dissonance into existing technology acceptance models to better predict user behavior and adoption rates. In conclusion, cognitive dissonance plays a vital role in shaping students’ attitudes toward technology, suggesting that targeted interventions addressing both psychological and social dimensions are essential to enhance technology acceptance and integration in academic settings. By exploring cognitive dissonance within the TAM framework, this study contributes to a deeper understanding of technology adoption in higher education and provides actionable insights for improving student engagement with digital tools.
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