Multimedia use and its impact on the effectiveness of educators: a technology acceptance model perspective

Abstract

Amidst the contemporary shifts within early childhood education (ECE) in China, the significance of multimedia tools and their effective deployment by educators is increasingly paramount. Situated within the theoretical underpinnings of the Technology Acceptance Model (TAM), this inquiry elucidates the intricate dynamics between the Perceived Usefulness (PU) and Perceived Ease of Use (PEU) of said tools and their consequential influence on educators’ effectiveness. Empirical data gleaned from a rigorous quantitative survey of 400 educators within ECE institutions in Guangdong Province underscore the importance of PU and PEU as determinants of the successful assimilation of multimedia tools, thereby influencing the pedagogical efficacy of educators. There are several implications of this investigation. The study primarily contributes to the academic discourse by bridging a discernible lacuna and offering insights into multimedia tool adoption dynamics within the specific milieu of ECE in China. The findings have implications for a spectrum of stakeholders, from multimedia tool developers to educational policy-makers, underscoring that tools, to be truly transformative, must be perceived as both intrinsically valuable and user-centric. Notwithstanding the robustness of the findings, the geographically circumscribed focus on Guangdong Province warrants prudence in generalizing insights across China. This suggests the need for future scholarly endeavours to broaden the research purview across diverse provinces, aspiring to provide a more holistic understanding of the dynamics of multimedia tool integration within China’s expansive ECE domain.

Assessing Virtual Reality in Oil Painting Education: A Perspective from the Technology Acceptance Model

“…This study references the research conducted by Scherer et al (2019), Granić andMarangunic (2019), andTang et al (2023) in applying the TAM to evaluate the uptake of contemporary technology by educators and students. The TAM components, PU and PEOU, are essential for comprehending instructors' and students' readiness to use virtual reality for teaching and learning about oil paintings.…”

“…The researchers determined that the TAM was suitable for predicting the adoption of technology in a preschool educational setting because of its focus on usage intention and fostering favourable attitudes toward technology. Tang et al (2023) employed TAM to investigate how multimedia tools impact early childhood education and to evaluate the influence of multimedia tool integration on educational efficacy. The researchers emphasised the significant impact of instructors' perceptions of the utility and simplicity of using multimedia technologies.…”

Assessing the Impact of Multicultural Curriculum on Student Performance in Beijing High Schools

“…These curricula equip students with the skills required for a multicultural world, emphasising intercultural competence. Additionally, Tang et al (2023) reported that in Guangdong, China, educators' effectiveness is enhanced by the use of multimedia in educational activities, indicating the positive impact of technology integration in multicultural educational settings. Incorporating technology can further enhance access to inclusive education, a key component of SDG 4, by broadening learning opportunities and making education more accessible to diverse student populations.…”