Bitte benutzen Sie diese Kennung, um auf die Ressource zu verweisen: https://doi.org/10.48548/pubdata-1424
RessourcentypZeitschriftenartikel
TitelExplaining primary school teachers’ intention to use digital learning platforms for students’ individualized practice: comparison of the standard UTAUT and an extended model
DOI10.48548/pubdata-1424
Handle20.500.14123/1493
Autor*inKahnbach, Leonie  0000-0002-6454-8898
Hase, Alina  0000-0002-8941-5768
Kuhl, Poldi  0000-0001-8021-8840
Lehr, Dirk  0000-0002-5560-3605
AbstractIntroduction: 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 acceptance of educational technologies, although factors might predict usage intentions differently depending on the specific usage purpose of an educational technology. Digital learning platforms for individualized practice are comparably challenging and complex to use and so far, predictors of primary school teachers’ intention to integrate such technologies into lessons are largely unknown. Meanwhile, research on teachers’ technology acceptance generally lacks comparability due to the absence of a shared theoretical model and usage purpose specification. Methods: In a sample of 272 German primary school teachers, this study aims to identify predictors of teachers’ acceptance of digital learning platforms for students’ individualized practice in consideration of the unified theory of acceptance and use of technology (UTAUT). To ensure a shared understanding, teachers were provided with a video which specified the addressed usage purpose. Regarding teachers’ usage intention, the explanatory power of the standard UTAUT predictors was investigated and compared with an extended UTAUT model accounting for seven additional context-specific predictors. Results: The standard UTAUT significantly explained teachers’ usage intention, with performance expectancy, effort expectancy, and the availability of the necessary technical infrastructure showing significant associations with intention. However, neither a significant nor meaningful increase in explained variance was observed for the extended UTAUT model. Discussion: Results suggest that the standard UTAUT model is sufficient in explaining teachers’ usage intention and that its extension by context-specific predictors provides no added value. Acceptance facilitating interventions should therefore target performance and effort expectancy as well as the availability of technical infrastructure. Thus, underlining that successful implementation of complex educational technologies should consider both, individual and structural factors.
SpracheEnglisch
SchlagwörterTechnology; Acceptance; Individualization; Digital; Learning Platform; Primary School; Teacher
Jahr der Veröffentlichung in PubData2024
Art der VeröffentlichungZweitveröffentlichung
PublikationsversionVeröffentlichte Version
Datum der Erstveröffentlichung2024-05-15
EntstehungskontextForschung
AnmerkungenThis publication was funded by the German Research Foundation (DFG).
Veröffentlicht durchMedien- und Informationszentrum, Leuphana Universität Lüneburg
Zugehörige Ressourcen Beziehungen dieser Publikation
  Informationen zur Erstveröffentlichung
ElementWert
RessourcentypZeitschrift
Titel des RessourcentypsFrontiers in Education
IdentifierDOI: 10.3389/feduc.2024.1353020
Publikationsjahr2024
Band9
Nummer1353020
NummerntypArtikel
Verlag / AnbieterFrontiers
Dateien zu dieser Ressource:
Datei Beschreibung GrößeFormat 

Kahnbach_Explaining_primary_school_teachers_intention_to_use_digital_learning_platforms.pdf
MD5: 69e726b628d16a2c3428bbe3362ab6ab
Lizenz: 
open-access

727.84 kB
Adobe PDF		Öffnen/Anzeigen

Alle Ressourcen in diesem Repository sind urheberrechtlich geschützt, soweit nicht anderweitig angezeigt.

Ansichten
Zitationsformate
Datensatz Exporte
Zugriffsstatistik

Seitenaufruf(e): 3

Download(s): 2