Effects of Perceived Technology Acceptance on Intention to Use Makerspaces and Digital Technologies

International institutions, including the EU, have underscored the importance of fostering digitalization-related skills among students. The role of attitudes toward learning with digital technologies is pivotal in anticipating motivation and practical utilization within working contexts. Recent research revealed a deficiency in opportunities for students during their univer-sity education, specifically in dedicated courses or spaces for utilizing digital technologies. In response, pedagogical-didactic makerspaces for student training were implemented as part of a project initiative. This study examines the interplay of technology acceptance facets in makerspace engagement and digital learning intentions, utilizing regression models. Fifty-eight students have been involved so far. Utilizing a validated questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT), adapted with additional facets of user support and user training, the research investigates the technology acceptance of the given sample. Through hierarchical binary logistic regression, it was found that only effort expectancy significantly influenced the frequency of makerspace visits, emphasizing the role of user-friendliness in motivating students. The findings suggest that designing makerspace experiences with low complexity is useful for overcoming initial user-friendliness hurdles. Additionally, integrating makerspace visits into educational programs can enhance technology acceptance. Future research should assess specific makerspace use cases with a larger sample and investigate sample effects in relation to the academic disciplines.