| Yazarlar |
Doç. Dr. Hüseyin ATEŞ
Kırşehir Ahi Evran Üniversitesi, Türkiye |
Juan Garzon
|
| Özet |
| Using mobile applications in science education has proven to be effective as it adds multiple benefits including learning gains, motivation to learn, and collaborative learning. However, some teachers are reluctant to use this technology for reasons derived from different factors. Hence, it is important to identify what factors affect teachers' intentions to use mobile applications, in order to take actions aiming to encourage them to use this technology in their classes. Accordingly, this study proposes a model to predict science teachers' intentions to use mobile applications in the teaching process. Our model merges the Technology Acceptance Model, the Flow Theory, and the Theory of Planned Behavior. It includes 11 hypotheses that were tested with 1203 pre-service and in-service science teachers from different cities in Turkey. Additionally, the study investigates the mediating role of attitude and perceived usefulness on teachers' intentions to use mobile apps. Further, it examines the moderating role of the sample type on teachers' behavioral intentions. The results indicate that all 11 hypotheses were significant to explain teachers' intentions to use mobile applications. Finally, the study raises theoretical and practical implications to guide stakeholders to undertake actions to enrich educational settings through the use of mobile applications. |
| Anahtar Kelimeler |
| Makale Türü | Özgün Makale |
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayımlanan tam makale |
| Dergi Adı | Education and Information Technologies |
| Dergi ISSN | 1360-2357 |
| Dergi Tarandığı Indeksler | SSCI |
| Dergi Grubu | Q1 |
| Makale Dili | İngilizce |
| Basım Tarihi | 03-2022 |
| Cilt No | 27 |
| Sayfalar | 2521 / 2542 |
| Doi Numarası | 10.1007/s10639-021-10671-4 |
| Makale Linki | http://dx.doi.org/10.1007/s10639-021-10671-4 |
| Atıf Sayıları | |
| WoS | 14 |
| Google Scholar | 39 |
