探索教师整合技术的意愿:在线教学与AR/ vr教学的比较

IF 3.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Technology Pedagogy and Education Pub Date : 2023-08-04 DOI:10.1080/1475939X.2023.2237037

Yujung Ko, W. Shin

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引用次数: 0

摘要

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。

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

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.

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来源期刊

Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.50

自引率

2.00%

发文量