Introducing electronic textbooks as daily‐use technology in schools: A top‐down adoption process

Chiu, Thomas K. F.

doi:10.1111/bjet.12432

Cited by 70 publications

(79 citation statements)

References 46 publications

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“…Previous research on learning technologies adoption, suggested that social, institutional and individual factors may facilitate a top–down adoption approach (eg, educational policy oblige teachers to use the technology) while instructional design factors facilitate a bottom‐up approach (eg, teachers voluntarily use the technology) (Chiu, ). Therefore, the study findings will provide suggestions on how to amplify the adoption of mobile‐based assessments from teachers with a top–down and/or a bottom‐up approach.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, limited research exists about teachers' acceptance of mobile learning (Cheung & Hew, 2009). Technology acceptance research, in order to better predict user acceptance, has extended TAM with individual, social and institutional factors (Chiu, 2017;Tarhini, Hone, & Liu, 2015). However, based on our review of the literature, in the context of teachers' acceptance of mobile learning, only individual factors (digital literacy, ICT and mobile anxiety and ICT teaching selfefficacy) have already been tested.…”

Section: Technology Acceptance Modelmentioning

confidence: 99%

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Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective

Nikou¹,

Economides²

2018

Brit J Educational Tech

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Teachers' role can be catalytic in the introduction of innovative digital tools in order to create new learning and assessment opportunities. This study explores science technology engineering and mathematics (STEM) teachers' intention to use mobile‐based assessments in the teaching practice. The study proposes the teachers' acceptance mobile‐based assessment (TAMBA) model which extends the technology acceptance model by introducing individual, social, institutional and instructional design factors. An appropriate questionnaire was developed and answered by 161 STEM teachers from 32 European countries. Their responses were analyzed using structural equation modeling. The proposed TAMBA model explains about 50% of the variance in teachers' intention to adopt mobile‐based assessment. Perceived Ease of Use was found to be the most important determinant in teachers' intention to use mobile‐based assessment. Facilitating Conditions and Output Quality were the most influential external variables in the model. The study findings revealed that focusing on mobile assessment quality design as well as on institutional support are important factors for STEM teachers in order to accept mobile‐based assessments in schools.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Technology Acceptance Modelmentioning

confidence: 99%

Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective

Nikou¹,

Economides²

2018

Brit J Educational Tech

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“…This way, since the inception of the Innovation Diffusion Theory (IDT) [50] in the 60s we can find a varied number of theories and models that has been applied to study the technology adoption among teachers e.g. [51][52][53][54].…”

Section: Teachers' Ict Acceptancementioning

confidence: 99%

How to Measure Teachers' Acceptance of AI-driven Assessment in eLearning

Prieto

Cruz-Benito

Therón

et al. 2019

Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

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The use of AI is becoming a growing reality the educational field. One of the activities in which it is beginning to be implemented is the assessment of student achievement. This way, we can find in the literature an increasing number of investigations focused on the possibilities offered by the adoption of AI-driven assessment. However, the use of AI is also a source of concern that raises suspicions in some sectors of our society. In this context, knowing the position of the teachers towards this topic is critical to guarantee the successful development of the field. This paper intends to fill a research gap in the literature by offering a technology adoption model based on TAM to study the factors that condition the use of AI-driven assessment among teachers. To present this model we offer a background on the use of AI in education and the technology acceptance among teachers, as well as the definition of the eight constructs and the relational hypotheses included. Finally, the possibilities of the model and future lines of research are discussed.

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“…Аналіз основних аспектів вдосконалення навчальних видань для систем e-learning наведений в наукових працях [11,12,16]. В той же час ці роботи не надають рекомендацій відносно можливих варіантів покращання інтерфейсу електронних навчальних видань.…”

Section: літературний оглядunclassified

Methodology for developing an intelligent user interface for educational publications in the e-learning system

Пушкар¹,

Hrabovskyi

2019

Development Management

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The article analyzes special features and principles of constructing the user interface and substantiates the authors methodical approach to the development of the intellectual user interface of educational publications in the e-learning system. Besides, the "user interface" concept is analyzed and types of user interfaces are considered. For representatives of each representative system, the article gives a list of typical ways of perceiving environmental information that should be considered in developing the user interface of educational publications. The main features of procedurally-oriented and object-oriented types of user interface are considered and their main parameters are presented. The implementation of an innovative component in the development interface of educational publications in the e-learning system is proposed to be implemented by adding the properties of adaptability to the user interface. Provisions are determined that define the user interface concept, on the basis of which the principles of constructing adaptive interfaces are formed. The basic principles of visual design of mental maps of electronic educational publications for the e-learning system are offered. The main features provided by the mental map are presented in the form of a visual diagram. The didactic interface of the developed e-learning edition is considered and the scheme of the user and publication interaction is given. The focus group method evaluates the user interface quality of the created e-learning publication.

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Introducing electronic textbooks as daily‐use technology in schools: A top‐down adoption process

Cited by 70 publications

References 46 publications

Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective

Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective

How to Measure Teachers' Acceptance of AI-driven Assessment in eLearning

Methodology for developing an intelligent user interface for educational publications in the e-learning system

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