Name: Emily Parcell

School of Psychology – Ph.D. Dissertation Proposal Meeting

Date: Wednesday, May 13th, 2026

Time: 12:00 - 2:00PM

Location: JS Coon 148 or online (https://teams.microsoft.com/meet/215526552621487?p=mdNo1jdq8KNDRi5KvS)

Dissertation Committee Chair/Advisor:

Bruce Walker, Ph.D. (Georgia Tech)

Dissertation Committee Members:

Richard Catrambone, Ph.D. (Georgia Tech)

Woon Ju Park, Ph.D. (Georgia Tech)

Ben Satterfield, Ph.D. (Georgia Tech)

Barbara Chaparro, Ph.D. (Embry-Riddle Aeronautical University)

Title: From Acceptance to Mastery: An Evaluation of Technology Mastery and the Validation of the General Technology Mastery Scale

Abstract: The goal of this proposed dissertation is to empirically investigate the concept of technology mastery, operationally defined here as an individual’s knowledge, attitudes, and ability regarding the use of a technology.  To begin, I conducted a series of interviews with a mix of community members and college undergraduates to better define the concept of “technology mastery,” determine what behaviors and traits are associated with the term, and finally discuss any barriers individuals face when attempting to gain skill with technology. The results of this study were analyzed through thematic analysis and produced roughly 40 themes, which were then used to create the General Technology Mastery Scale (GTMS) through a series of factor analysis techniques. I then sought to validate the GTMS by comparing it to another available scale of technology mastery, the Continuum of Assistive Technology Mastery (CATM). Additionally, I collected data on hypothesized covariates based on the literature (such as problem-solving, technology self-efficacy, general self-efficacy, technology acceptance, system usability, locus of control, motivation, and creativity). For the proposed Study 4, I plan to collect data at four timepoints on a sample of master's level speech language pathology students at the University of Georgia who are enrolled in CMSD 6650 (a course on Augmentative and Alternative Communication Devices). This combined body of work introduces the most comprehensive explanation of technology mastery and its correlates to date. Furthermore, it proposes a quick (if imperfect) way to measure technology mastery when collecting data on objective performance is not feasible