Examining the factors affecting teachers’ use of digital learning resources with UTAUT2

Abstract

Digital learning resources include various tools and applications that effectively plan and evaluate instructions, increase student learning, and make the teaching process more efficient. Although digital learning resources are compatible with Generation Z students’ learning paths and are used to make the teaching planning, implementation, and evaluation process more practical, teachers do not frequently use them. This study aimsto determine the predictive powers of variables within the framework of the UTAUT2 model for teachers’ intention to use and their use behavior of Digital Teaching Resources. In line with the research purpose, data from 355 teachers working at different education levels were collected through the UTAUT2 scale. In the UTAUT2 model, Social Influence, Facilitating Conditions, Hedonic Motivation, Performance Expectancy, Effort Expectancy, Price Value, and Habit are exogenous variables. Furthermore, Use Behavioris endogenous and Behavioral Intention is the mediator variable. Path analysis was used for determining the predictive level of the exogenous variables and the mediating variable. According to the results, teachers’ Intention to Use digital learning materials is predicted by Hedonic Motivation, Performance Expectancy, and Habit. Similarly, the Use Behavior is predicted by Behavioral Intention and Habit. Extrinsic variables directly explain 81% of the variance in Behavioral Intention, while exogenous variables and Behavioral Intention directly or indirectly explain 67% of the variance in Use Behavior.

Teachers’ Use of Cloud-Based Learning Management Systems in Malaysian Secondary Schools

“…Notwithstanding, the constructs in this research were adopted and adapted from numerous kinds of literature. For instance, the PE construct was derived from [6] and [9]. Also, the EE construct was deduced from [2] and [6].…”

“…For instance, the PE construct was derived from [6] and [9]. Also, the EE construct was deduced from [2] and [6]. The SI construct was derived from [11] and [10].…”

“…Besides, inadequate knowledge, excess workload, weak internet connectivity and a scarcity of computer facilities reduce teachers' resilience to use technologies. A [6] study shows that tutors perceived usefulness and perceived ease of use were positively associated with their intention to use Google Classroom. Similarly, a study by [9] shows that tutors perceived usefulness and ease of use were positively associated with their actual use of Google Classroom.…”

“…The [6] study used the unified theory of acceptance and use of technology (UTAUT) model to identify the constructs of PE, EE, SI and FC. It was suggested that professional development opportunities, technical support and peer support could be effective ways to increase teachers' acceptance and use of Google Classroom.…”

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

“…On the other hand, the international literature has demonstrated that the target group is mostly comprised of university students (Goto, et al, 2021;Apandi, & Raman, 2020;Liu, & Yan, 2020), teachers (Tseng, et. al., 2022;Avcı, 2022), pre-service teachers (Fung, Smith, & Gandolfi, 2022;Mutambara, & Chibisa, 2022;Goto, Batchelor, & Lautenbach, 2021;Ning, & Dong, 2021;Bower, DeWitt, & Lai, 2020;Raman, & Don, 2013), and managers (Dakduk, et al, 2018). In addition, the topics include MOOCs (Tseng, et.…”