Pre-service teachers’ acceptance of mobile-technology-supported learning activities

İslamoğlu, Hakan; Yurdakul, Işıl Kabakçı; Ursavaş, Ömer Faruk

doi:10.1007/s11423-021-09973-8

Cited by 24 publications

(15 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Past studies on educational technology adoption involved either instructors (e.g., Wong, 2016 ; Cheng, 2019 ; Huang and Teo, 2020 ; Islamoglu et al. , 2021 ; Tang et al.…”

Section: Methodsmentioning

confidence: 99%

Factors Influencing Instructors’ Adoption and Continued Use of Computing Science Technologies: A Case Study in the Context of Cell Collective

Song

Helikar

Smith

et al. 2023

LSE

View full text Add to dashboard Cite

show abstract

“…Past studies on educational technology adoption involved either instructors (e.g., Wong, 2016 ; Cheng, 2019 ; Huang and Teo, 2020 ; Islamoglu et al. , 2021 ; Tang et al.…”

Section: Methodsmentioning

confidence: 99%

Factors Influencing Instructors’ Adoption and Continued Use of Computing Science Technologies: A Case Study in the Context of Cell Collective

Song

Helikar

Smith

et al. 2023

LSE

View full text Add to dashboard Cite

show abstract

“…In this study, we found that the PU and PEU [41] directly affect BI and thus concluded that there is no need for the attitude factor [17]. However, although the attitude factor was removed from the model, it continued to be used by researchers from different disciplines [42].…”

Section: Methodsmentioning

confidence: 99%

Investigation of university websites from technology acceptance model and information architecture perspective: A case study

Sönmez

Aydin

Perdahçı

2022

Journal of Information Science

View full text Add to dashboard Cite

Factors, such as whether a website is designed to be user-oriented beyond its mere visual design, its effectiveness and efficiency, its usability, and the organisation of the information it offers, have come to the fore once again after the Covid-19 pandemic. It has been evident that the link structure in a website, better known as the website’s information architecture, helps the practitioners with identifying factors that affect the usability of a website. In this sense, practitioners must ensure that the information architecture supports the usage intentions of a websites’ visitors to better serve and motivate them. However, in many cases, different types of users navigate websites that contain immense amounts of information, so understanding their needs is also important for practitioners. In parallel, this article addresses the problem that different visitors of a large-scale website will need to navigate through dense information to find the information they are looking for, and the information architecture of the website must support different user tasks for the website to be widely adopted. Thus, unlike previous studies, this article combines the principles of information architecture and the technology acceptance model to investigate the effect of information architecture on visitor’s usage intentions. The work also guides practitioners in developing architectural strategies to better enable visitors to fulfil their objectives in the least amount of time.

show abstract

“…Kalogiannakis and Papadakis investigated the willingness of pre-service kindergarten teachers to use mobile devices for activities in the field of natural sciences using the use dimension of the TAM model [16] . Islamoglu et al [39] explored pre-service teachers' acceptance of mobile technology-supported learning activities based on a combination of TAMA and UTAUT models. These studies have integrated the research into various teaching fields of preschool education, explored the influencing factors of different groups of preschool teachers' acceptance of technology from various angles, and shown the early childhood teachers' preferred position on the use of m-learning in teaching and learning.…”

Section: Preschool Teachers' Acceptance Of Mobile Learningmentioning

confidence: 99%

“…Social influence refers to how mobile learning users affect the feelings, thoughts, and behaviours of certain individuals or groups in their social environment. It also refers to how much trust individuals or groups expect from the usage of particular technologies, which influences whether or not they are willing to use mobile learning [39,46] . As an element of UTAUT2, social influence reflects the influence of group opinions on individual user behavior [44] .…”

Section: Social Influencementioning

confidence: 99%

Exploring in-service preschool teachers’ acceptance of mobile learning in science teaching practice

Chen,

Aris,

Rahmat

2023

Environ. Soc. Psychol.

View full text Add to dashboard Cite

In the sphere of preschool and elementary education, new interactive technologies built on intelligent mobile devices and auxiliary applications have drawn increasing attention. Based on the UTAUT2 (The expanding of the unified theory of acceptance and use of technology) theoretical model, the purpose of this study is to understand the situation of pre-school preschool teachers’ willingness to use mobile learning. This study conducted a survey on 329 in-service preschool teachers in 9 cities in Fujian Province, China, and conducted data analysis through statistical analysis software SPSS (Statistical Product and Service Solutions) 22.0 and AMOS (Analyze of Moment Structures) 22.0, verifying the UTAUT2 model in Effectiveness in understanding in-service early childhood teachers’ intention to move to learn. The results of structural equation modeling show that the proposed model has acceptable fitting data. The results of the study show that in-service preschool teachers have the willingness to actively accept mobile learning. Among many influencing factors, performance expectancy, effort expectancy, social influence, facilitating conditions, learning value, habit have significantly impact on behavioral intention to accept mobile learning. In addition, hedonic motivation did not support to affect behavioral intention and habit to affect use behavior. The study has important implications for researchers, educators, policy makers and mobile learning app designers.

show abstract

Pre-service teachers’ acceptance of mobile-technology-supported learning activities

Cited by 24 publications

References 55 publications

Factors Influencing Instructors’ Adoption and Continued Use of Computing Science Technologies: A Case Study in the Context of Cell Collective

Factors Influencing Instructors’ Adoption and Continued Use of Computing Science Technologies: A Case Study in the Context of Cell Collective

Investigation of university websites from technology acceptance model and information architecture perspective: A case study

Exploring in-service preschool teachers’ acceptance of mobile learning in science teaching practice

Contact Info

Product

Resources

About