Explaining primary school teachers’ intention to use digital learning platforms for students’ individualized practice: comparison of the standard UTAUT and an extended model DOI Creative Commons
Leonie Kahnbach, Alina Hase, Poldi Kuhl

и другие.

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Май 15, 2024

Introduction Though technologies for individualization appear to benefit primary school students’ learning, studies suggest that their integration remains sparse. Technology acceptance research has largely focused on exploring teachers’ general of educational technologies, although factors might predict usage intentions differently depending the specific purpose an technology. Digital learning platforms individualized practice are comparably challenging and complex use so far, predictors intention integrate such into lessons unknown. Meanwhile, technology generally lacks comparability due absence a shared theoretical model specification. Methods In sample 272 German teachers, this study aims identify digital in consideration unified theory (UTAUT). To ensure understanding, teachers were provided with video which specified addressed purpose. Regarding intention, explanatory power standard UTAUT was investigated compared extended accounting seven additional context-specific predictors. Results The significantly explained performance expectancy, effort availability necessary technical infrastructure showing significant associations intention. However, neither nor meaningful increase variance observed model. Discussion is sufficient explaining its extension by provides no added value. Acceptance facilitating interventions should therefore target expectancy as well infrastructure. Thus, underlining successful implementation consider both, individual structural factors.

Язык: Английский

Explaining primary school teachers’ intention to use digital learning platforms for students’ individualized practice: comparison of the standard UTAUT and an extended model DOI Creative Commons
Leonie Kahnbach, Alina Hase, Poldi Kuhl

и другие.

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Май 15, 2024

Introduction Though technologies for individualization appear to benefit primary school students’ learning, studies suggest that their integration remains sparse. Technology acceptance research has largely focused on exploring teachers’ general of educational technologies, although factors might predict usage intentions differently depending the specific purpose an technology. Digital learning platforms individualized practice are comparably challenging and complex use so far, predictors intention integrate such into lessons unknown. Meanwhile, technology generally lacks comparability due absence a shared theoretical model specification. Methods In sample 272 German teachers, this study aims identify digital in consideration unified theory (UTAUT). To ensure understanding, teachers were provided with video which specified addressed purpose. Regarding intention, explanatory power standard UTAUT was investigated compared extended accounting seven additional context-specific predictors. Results The significantly explained performance expectancy, effort availability necessary technical infrastructure showing significant associations intention. However, neither nor meaningful increase variance observed model. Discussion is sufficient explaining its extension by provides no added value. Acceptance facilitating interventions should therefore target expectancy as well infrastructure. Thus, underlining successful implementation consider both, individual structural factors.

Язык: Английский

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