Determining The Factors Affecting The Consumers Use/Not Use Mobile Order Applications

Gündoğan, Taner; Kazançoğlu, İpek

doi:10.30692/sisad.925155

Cited by 1 publication

(1 citation statement)

References 78 publications

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“…The studies on technology acceptance and use have revealed that the target groups of the studies conducted in Turkey are comprised of a wide variety of audiences including school administrators (Yahşi & Hopcan, 2021), teachers (Duyku 2021Ömrüuzun, 2019), high school students (Diri, & Açıkgül, 2021), banking (Gursel, & Yanartas, 2021), women entrepreneurs (Özsungur, 2019), and consumers (Gündoğan, & Kazançoğlu, 2021;Belge, & Mutlu, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Peer Mentoring on Acceptance of and Intention to Use Web 2.0 Tools

RAMAZANOĞLU,

AKIN,

SOLAK

2023

Kastamonu Education Journal

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Purpose: This study seeks to shed light on the effect of peer mentoring on the acceptance of and intention to use Web 2.0 tools. Design/Methodology/Approach: In the study, the static-group comparison pretest-posttest design, which falls into the category of weak experimental designs, was applied. The study group consisted of 165 (Experiment=76, Control=89) pre-service teachers continuing their second-year education in different departments of a public university in the 2021-2022 academic year. The implementation period of the study lasted for eight weeks and a total of 16 hours. In the study, the "unified theory of acceptance and use of technology model-2 / UTAUT2" scale was used as a data collection tool. The SPSS 26 package program was employed to analyse the data obtained in theß study. T-test, one-way analysis of variance (ANOVA), and correlational t- test were used in the analyses. Findings: İt was concluded that the acceptance of and intention to use Web 2.0 tools among the- pre-service teachers receiving peer mentoring and teacher guidance were positively affected with a higher rate of effect for pre-service teachers receiving peer mentoring. Results based on gender revealed that the effect of peer mentoring on the acceptance of and intention to use technology among pre-service teachers was in favour of female pre-service teachers in various constructs. Results based on the ownership of a computer revealed that the effect was in favour of pre-service teachers owning computers in various constructs. And finally, results based on the department variable revealed that the effect was at a higher level for pre-service teachers in English Language Education than pre-service teachers in Elementary Mathematics Education. The results of the present study also contain some recommendations for future studies on the topic. Highlights: The effect of different blended models can be examined in similar studies. Similar studies can be carried out with a full experimental design and mixed model methods. Studies can be re-examined with different variables.

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