Exploring teachers’ intention to integrate technology: a comparison between online- and AR/VR-based instruction

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yujung Ko, W. Shin
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引用次数: 0

Abstract

ABSTRACT The present study compared teachers’ acceptance of online and augmented reality (AR)/virtual reality (VR) technology in instruction, employing an extended technology acceptance model (eTAM). The authors included four influencing factors for teachers’ technology integration (teachers’ technological pedagogical and content knowledge [TPACK], self-efficacy, constructivist beliefs and motivational support) and investigated their impact on teachers’ acceptance of online- and AR/VR-based instruction. The results confirmed that self-efficacy and motivational support impacted perceived ease of use for both technologies. The most salient difference when comparing influencing factors was that constructivist beliefs influenced perceived usefulness in online-based instruction, whereas TPACK did in AR/VR-based instruction.
探索教师整合技术的意愿:在线教学与AR/ vr教学的比较
本研究采用扩展技术接受模型(eTAM),比较了教师在教学中对在线和增强现实(AR)/虚拟现实(VR)技术的接受程度。作者将教师技术整合的四个影响因素(教师的技术教学和内容知识[TPACK]、自我效能感、建构主义信念和动机支持)纳入研究,并调查了它们对教师接受基于在线和AR/ vr的教学的影响。结果证实,自我效能感和动机支持影响两种技术的感知易用性。在比较影响因素时,最显著的差异是建构主义信念影响在线教学的感知有用性,而TPACK影响AR/ vr教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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