The Influence of Hedonic and Utilitarian Motivations on Teachers Behavioral Intention to Use Tablet PCs

Ursavaş, Ömer Faruk

doi:10.15390/eb.2015.4346

Cited by 6 publications

(5 citation statements)

References 64 publications

(55 reference statements)

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“…As a matter of fact, the coefficient of perceived enjoyment resulted to be close to the value obtained by perceived ease of use. Thereby, it can be said that perceived ease of use played an important role in the hedonic acceptance of ICT use, thus stressing the intention to use it (Ursavaş, 2015). Again, being towards pleasure of functionality, technologies can be conceived through looking at the motivational aspects that drive individuals to manage them.…”

Section: Discussionmentioning

confidence: 99%

The Utilitarian vs. Hedonic Teacher Acceptance of ICT Use

Limone¹,

Sinatra²,

Tanucci³

et al. 2019

Turkish Online Journal of Distance Education

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This research examined which teachers' cognitive and motivational factors, i.e., constructivist beliefs, intrinsic and extrinsic motivation, perceived ease of use and behavioral intention, fostered an effective and satisfactory integration of technology into educational practices. 374 Italian teachers (M Age = 38.69, SD = 5.30; F = 198) attending a training course in ICT were divided into two groups: the first with less than 20 years of teaching experience, the second with more than 21 years. Participants completed a battery of questionnaires that comprised a socio-anagraphic section, the Teacher's Beliefs Scale-Constructivist Teaching, the Intrinsic Motivation-Computer Enjoyment Scale, the Extrinsic Motivation-Perceived Usefulness, the Perceived Ease of Use Scale, the Behavioural Intention to Use Computer Scale, the ICT Class Use Scale. Descriptive and causal analyses (correlation and stepwise regression) were applied to the data. Results showed differences between the groups in the scores of Perceived usefulness and Behavioral intention to use computer. Bivariate associations with Classroom use of technology were strong and positive. Moreover, teachers' Beliefs were strongly related to all motivational factors. Model 5 of regression analysis explained 46.9% of the variance in ICT Class use and indicated the highest value of Perceived enjoyment, thus highlighting the teachers' hedonic-oriented motivation.

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Section: Discussionmentioning

confidence: 99%

The Utilitarian vs. Hedonic Teacher Acceptance of ICT Use

Limone¹,

Sinatra²,

Tanucci³

et al. 2019

Turkish Online Journal of Distance Education

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“…Employers often access candidates' online profiles either with permission or without consent, where the main concern is the legality rather than the morality of the behavior (Hoek et al, 2016). In this regard, Berkelaar's (2010) thesis and subsequent semi-structured interviews with both employees and employers contributed to the development of indicators that were considered in subsequent empirical studies (Berkelaar, 2014(Berkelaar, , 2017Berkelaar & Buzzanell, 2014, 2015. For example, both employees and employers considered cybervetting to be inevitable in today's careers and mostly evaluated the behavior in terms of transparency; however, employers preferred cybervetting due to the lack of sufficient and credible information about applicants (Berkelaar, 2014).…”

Section: Related Literature and Research Questionsmentioning

confidence: 99%

“…In some cases, participants compared information from both traditional and online sources with the candidates' birth charts, and looked at zodiac signs and horoscopes to supplement the available information and assess the candidates' suitability for the job. In such cases, the influence of both hedonic and utilitarian motivations on behavioral intentions is felt to some extent (e.g., Ursavaş, 2015):…”

Section: Participants Who Avoid Cybervettingmentioning

confidence: 99%

“…Qualitative studies to describe the nature of the behavior are available in North America (Berkelaar, 2014(Berkelaar, , 2017Berkelaar & Buzzanell, 2014, 2015. Discussions on the nature of the concept through semi-structured interviews with employers or potential employees are also available in the European context (Backman & Hedenus, 2019;Hedenus & Backman, 2017, 2020.…”

Section: Introductionmentioning

confidence: 99%

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Employer and employee perceptions of cybervetting as a selection method

Akbulut,

Yildirim Şen,

Şahin

2024

Int J Selection Assessment

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Cybervetting—reviewing candidates' online profiles—is a relatively new technique used in the personnel selection processes, but empirical studies have largely been conducted with western samples. In Study 1, we interviewed 20 employers from different sectors in a metropolitan city in Turkey and examined the characteristics and implications of the construct. We summarized the reasons given by participants who avoided cybervetting (i.e., irrelevance, validity, invasion of privacy, prejudice) and those who frequently relied on cybervetting (i.e., necessity, validity, consistency checking) and illustrated perceived positive and negative online posts. In Study 2, we collected data from 316 employees in the same city to examine their perceptions of cybervetting and its relationship to organizational justice constructs. In addition to confirming international scales of cybervetting and organizational justice, we found that the face validity of cybervetting and organizational justice constructs were significantly correlated. While some differences were observed between employers and managers, no gender differences were found. The implications of both studies were presented in line with the available literature.

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“…It was found in the literature that content developed in the context of the reported educational experiences was created from two perspectives: global curricula based on standard guidelines and structured by discipline, and flexible curricula Ham;Cha, 2009;Dani;Koenig, 2008;Deaney, 2006;Hennessy, 2002;Sharija;Watters, 2012;Taylor;Duran, 2006;Karmeshu et al, 2013;Liu et al, 2016;Ursavas, 2015;Vanderlinde;Johan, 2011Nyagowa, 2014Warriem et al, 2014;Koh et al, 2013;Raju et al, 2016;Lin, 2011;Webb, 2006;Kabicher et al, 2009 Source: Prepared by the author (2017). based on core educational experiences and supported by mobile learning, digital content, the promotion of authentic learning and project-based assignments, among others.…”

Section: What To Teach?mentioning

confidence: 99%

Models for the pedagogical integration of information and communication technologies: a literature review

Sosa

Manzuoli

2019

Ensaio: aval.pol.públ.Educ.

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Education was, is and will continue to be a field full of questions: Why to teach? What to teach? How to teach? What, how and when to evaluate? Moreover, while the same questions persist, answers to them do not. They are dynamic, and they are transformed according to the demands of the family, the company and government policies. To address these considerations, this article aims to present the results of research into the literature of the last two decades on the elements that characterize a pedagogical model and that have been taken into account in explorations with regard to the educational integration of information and communication technologies and to identify gaps for future research. The results show that only 11% of the literature reviewed addresses the four questions listed above and concludes on the need to deepen the factors that affect the success of the changes that are introduced in the school, which seek to generate processes of educational transformation, from a holistic perspective.

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The Influence of Hedonic and Utilitarian Motivations on Teachers Behavioral Intention to Use Tablet PCs

Cited by 6 publications

References 64 publications

The Utilitarian vs. Hedonic Teacher Acceptance of ICT Use

The Utilitarian vs. Hedonic Teacher Acceptance of ICT Use

Employer and employee perceptions of cybervetting as a selection method

Models for the pedagogical integration of information and communication technologies: a literature review

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