Examining technology acceptance of pre-service mathematics teachers in Turkey: A structural equation modeling approach

Gürer, Meli̇h Derya

doi:10.1007/s10639-021-10493-4

Cited by 18 publications

(28 citation statements)

References 56 publications

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“…The results showed that ATU explains behavioral ITU. Similar results were obtained by Gurer [23], who investigated the ITU for AR in a sample of 50 pre-service teachers in Turkey, in relation to the participants future careers. Moreover, Gurer found that the PEU and PU of AR affected the pre-service teachers' ATT.…”

Section: Previous Studies On the Technology Acceptance Model (Tam)supporting

confidence: 83%

“…Few studies have addressed this relationship. Álvarez-Marí n et al [4] and Gurer [23] found that ATU explains pre-service teachers' behavioral ITU for AR in future. However, Cheng [11] identified a relationship between students' ITU and ATT, which was observed to have the effect of mediating between PU and ITU.…”

Section: Discussionmentioning

confidence: 99%

“…The construct derived from this is determined by the users' own perceptions of the technology's usefulness (PU) and ease of use (PEU) [26]. Additionally, in TAM, PU is determined by PEU, but PU and PEU can also be affected by external variables such as features of technology and users' characteristics [23].…”

Section: The Technology Acceptance Model (Tam)mentioning

confidence: 99%

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Perceptions of Augmented Reality (AR): A Motivational Approach to the Technology Acceptance Model (TAM) for Pre-service Teachers

Alaulamie¹,

Alshwiah²

2021

ujer

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The main purpose of this study was to investigate pre-service teachers' perceptions of augmented reality (AR) technology and their intention to use it in their future careers. This involved integrating the Technology Acceptance Model (TAM) with part of the Instructional Materials Motivation Survey (IMMS) to examine the learners' perceived ease of use (PEU) and perceived usefulness (PU) of AR, and how this affected their attention (ATT) in learning, and intention to use (ITU) AR in their future careers. An AR application was applied to affix virtual objects to learners' real world over seven weeks of an Educational Technology course. An online quantitative questionnaire was developed and administered to 101 students in a purposive sample. A descriptive correlational research design was adopted in this study. The results indicate that the students' PU for AR and their ATT while using it were significant predictors of their ITU for this technology in future, while PEU was not a significant predictor of ITU. However, the students' PU and PEU were significant predictors of their perception of AR's capacity to sustain their attention (ATT) while learning. The intention of this study was to pave the way to expand TAM by highlighting an intrinsic motivation variable.

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Section: Previous Studies On the Technology Acceptance Model (Tam)supporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Perceptions of Augmented Reality (AR): A Motivational Approach to the Technology Acceptance Model (TAM) for Pre-service Teachers

Alaulamie¹,

Alshwiah²

2021

ujer

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“…It is not surprising that e-learning” topics have come to the fore. Because recently, many studies on these topics have attracted attention in the literature (Giray, 2021 ; Gurer, 2021 ; Mazman Akar, 2019 ; Siyam, 2019 ; Sorat & Mohamadi Zenouzagh, 2021 ; Troussas et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Twenty-five years of education and information technologies: Insights from a topic modeling based bibliometric analysis

Özyurt

Ayaz

2022

Educ Inf Technol

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Education and Information Technologies (EAIT) has been a leading journal in education & educational research since 1996. To celebrate its 25th anniversary and provide a comprehensive overview of the field, a topic modeling-based bibliometric analysis was conducted on the articles published in this journal. The study is constructed upon two methods, bibliometric analysis, and topic modeling. The study aims to find out the trends in publications and citations, prominent countries, affiliations and the status of authors, the prominent topics, and the thematic characteristics of these topics, as well as research interests and trends. The results show that the articles are grouped under the 21 topics. The top five most studied of them have been determined as "Technology acceptance", "Social networkbased learning", "Teacher education", "Satisfaction of e-learning" and "E-learning". Finally, the acceleration results of each topic within itself and compared to other topics show that the most accelerated topic is "Gamification", while the most accelerated topic compared to other topics has been determined as "Technology acceptance". The general results of the study shed light on future studies in terms of determining the research interests and trends of publications in the field of educational technologies, EAIT.

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“…Self-efficacy is concerned with beliefs about one's capability in various situations with previously acquired skills. Consequently, TSE regards belief in one's ability to use technology [34]. Many studies reported that TSE has a significant impact on PEU [26,[34][35][36] and that individuals with high levels of TSE report that technology is easy to use.…”

Section: Technology Self-efficacy (Tse)mentioning

confidence: 99%

Applying the Technology Acceptance Model to Elucidate K-12 Teachers’ Use of Digital Learning Platforms in Thailand during the COVID-19 Pandemic

Songkram

Osuwan

2022

Sustainability

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With the emergence of the novel coronavirus disease 2019 (COVID-19) pandemic in 2020, educational institutions had to rapidly adapt from face-to-face to online learning to ensure continued education. Various digital learning platforms were tools for online teaching. Therefore, this study aimed to examine the acceptance of technology and behavioral intentions to use digital learning platforms of K-12. Toward this end, the study employed the technology acceptance model as a framework and was expanded with various variables, including technology self-efficacy, subjective norms, and facilitating conditions. An online questionnaire collected data from 519 K-12 teachers in Thailand. The structural equation modeling approach tested the proposed model. The results demonstrated that attitude and subjective norms significantly influenced behavioral intentions toward use, whereas perceived usefulness and ease of use directly influenced attitudes. Moreover, technology self-efficacy, subjective norms, and facilitating conditions influenced perceived ease of use. The findings can serve as a reference for teachers, school administrators, and policymakers in increasing the acceptance of digital learning platforms among future teachers.

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Examining technology acceptance of pre-service mathematics teachers in Turkey: A structural equation modeling approach

Cited by 18 publications

References 56 publications

Perceptions of Augmented Reality (AR): A Motivational Approach to the Technology Acceptance Model (TAM) for Pre-service Teachers

Perceptions of Augmented Reality (AR): A Motivational Approach to the Technology Acceptance Model (TAM) for Pre-service Teachers

Twenty-five years of education and information technologies: Insights from a topic modeling based bibliometric analysis

Applying the Technology Acceptance Model to Elucidate K-12 Teachers’ Use of Digital Learning Platforms in Thailand during the COVID-19 Pandemic

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