The impact of teachers' perceptions of the effectiveness of formal and informal technology learning on technology usage intentions

Abstract

This study investigated the impact of teachers' perceptions of the effectiveness of formal and informal technology learning on their intention to use technology, mediated by technology self-efficacy and digital literacy, within a structural relationship framework. The research model included formal technology learning types such as in-person and remote training, and informal types like learning through media, learning through experience and reflection, interaction with peers, and participation in professional learning communities. The results showed that only learning through media had a significant positive influence on the technology usage intention. Among the mediating factors, only digital literacy demonstrated a significant direct effect on technology usage intention. The study further revealed that the perceived effectiveness of formal learning types, in-person and remote training, and informal type, personal learning through media, positively correlated with both technology self-efficacy and digital literacy. However, other informal learning types did not exhibit significant relationships with these mediating variables. In terms of mediating effects, significant mediation was found only when digital literacy mediated the relationship between the effectiveness perception of certain learning types and technology usage intention, while technology self-efficacy did not demonstrate significant mediation. Based on these findings, this study presents implications for effective application strategies of formal and informal technology learning to enhance teachers' intentions to use technology.