Διερεύνηση της αποδοχής και χρήσης των φορητών συσκευών ως υποστηρικτικών εργαλείων μάθησης στην τριτοβάθμια εκπαίδευση

PDF
Δημοσιευμένα: Ιαν 1, 2021
DOI: https://doi.org/10.12681/thete.39960
Λέξεις-κλειδιά:
Φορητή μάθηση μελλοντικοί εκπαιδευτικοί πρόθεση χρήσης αποδοχή χρήσης UTAUT
Γεώργιος Ζαχαρής
Τμήμα Επιστημών Προσχολικής Αγωγής και Εκπαίδευσης, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης
Μελπομένη Τσιτουρίδου
Τμήμα Επιστημών Προσχολικής Αγωγής και Εκπαίδευσης, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης
Περίληψη

Η παρούσα έρευνα στοχεύει στη διερεύνηση των παραγόντων που επηρεάζουν την πρόθεση και την αποδοχή των φοιτητών στη χρήση των φορητών συσκευών στις σπουδές τους. Ερευνητικό εργαλείο αποτέλεσε μια τροποποιημένη εκδοχή
της Ενοποιημένης Θεωρίας Αποδοχής και Χρήσης της Τεχνολογίας (UTAUT) προσαρμοσμένη στο ελληνικό πλαίσιο. Συνολικά, συμμετείχαν 217 φοιτητές του Τμήματος Επιστημών Προσχολικής Αγωγής και Εκπαίδευσης, του Αριστοτελείου Πανεπιστημίου
Θεσσαλονίκης. Το ερευνητικό εργαλείο έδειξε αξιοσημείωτη εσωτερική συνέπεια και αξιοπιστία, με μεγάλη ισχύ για τη συλλογή των δεδομένων. Οι Συνθήκες Διευκόλυνσης και η Ενίσχυση της Μάθησης είναι οι παράγοντες που επηρεάζουν στατιστικά σημαντικά την πρόθεση των συμμετεχόντων να χρησιμοποιήσουν τις φορητές συσκευές στις σπουδές
τους. Επιπρόσθετα, οι παράγοντες Συνθήκες Διευκόλυνσης, και Ενίσχυση της Μάθησης Χρήσης φάνηκε να επηρεάζουν στατιστικά σημαντικά τους συμμετέχοντες αναφορικά με την πραγματική χρήση των φορητών συσκευών στις σπουδές τους. Τα ευρήματα της παρούσας έρευνας ενισχύουν τα δεδομένα σχετικά με τη χρήση φορητών συσκευών από φοιτητές για τις σπουδές τους. 

Λεπτομέρειες άρθρου
  • Ενότητα
  • Articles
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Adel Ali, R., & Rafie Mohd Arshad, M. (2018). Empirical analysis on factors impacting on intention to use M-learning in basic education in Egypt. International Review of Research in Open and Distance Learning, 19(2), 253–270. https://doi.org/10.19173/irrodl.v19i2.3510
Al-Adwan, A. S., Al-Adwan, A., & Berger, H. (2018). Solving the mystery of mobile learning adoption in higher education. International Journal of Mobile Communications, 16(1), 24–49.
Al-emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93–102. https://doi.org/10.1016/j.chb.2015.11.033
Baydas, O., & Yilmaz, R. M. (2018). Pre-service teachers’ intention to adopt mobile learning: A motivational model. British Journal of Educational Technology, 49(1), 137–152. https://doi.org/10.1111/bjet.12521
Blackwell, C. K., Lauricella, A. R., Wartella, E., Robb, M., & Schomburg, R. (2013). Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes. Computers & Education, 69, 310–319. https://doi.org/10.1016/j.compedu.2013.07.024
Briz-Ponce, L., Pereira, A., Carvalho, L., Juanes-Méndez, J. A., & García-Peñalvo, F. J. (2017). Learning with mobile technologies – Students’ behavior. Computers in Human Behavior, 72, 612–620. https://doi.org/10.1016/j.chb.2016.05.027
Cacciamani, S., Villani, D., Bonanomi, A., Carissoli, C., Olivari, M. G., Morganti, L., & Confalonieri, E. (2018). Factors affecting students’ acceptance of tablet PCs: A study in Italian high schools. Journal of Research on Technology in Education, 50(2), 120–133. https://doi.org/10.1080/15391523.2017.1409672
Chaka, J. G., & Govender, I. (2017). Students’ perceptions and readiness towards mobile learning in colleges of education: a Nigerian perspective. South African Journal of Education, 37(1), 1–12. https://doi.org/10.15700/saje.v37n1a1282
Chao, C. M. (2019). Factors determining the behavioral intention to use mobile learning: An application and extension of the UTAUT model. Frontiers in Psychology, 10(July), 1–14. https://doi.org/10.3389/fpsyg.2019.01652
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers and Education, 123, 53–64. https://doi.org/10.1016/j.compedu.2018.04.007
Darren Pullen, J. F., Swabey, K., Abadooz, M., & Ranjit Sing, T. K. (2015). Pre-service teachers’ acceptance and use of mobile learning in Malaysia. Australian Educational Computing, 30(1).
Davis, F. D. (1993). User acceptance of information technology: system characteristics, user perceptions and behavioral impacts. International Journal of Man-Machine Studies, 38, 475–487.
DeVellis, R. F. (2016). Scale development: Theory and applications, 26. Thousand Oaks, CA: Sage publications.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312
Gialamas, V., & Nikolopoulou, K. (2010). In-service and pre-service early childhood teachers’ views and intentions about ICT use in early childhood settings: A comparative study. Computers & Education, 55(1), 333-341.
Grant, M.M. (2019). Difficulties in defining mobile learning: analysis, design characteristics, and implications. Educational Technology Research and Development, 67, 361–388. https://doi.org/10.1007/s11423-018-09641-4
Hair, J. F., Hollingsworth, C. L., Randolph, A. B., & Chong, A. Y. L. (2017a). An updated and expanded assessment of PLS-SEM in information systems research. Industrial Management &Data Systems, 117(3), 442–458
Han, I., & Sug, W. (2016). The use of a mobile learning management system and academic achievement of online students. Computers & Education, 102, 79–89. https://doi.org/10.1016/j.compedu.2016.07.003
Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers & Education, 107, 91–99. https://doi.org/10.1016/j.compedu.2017.01.006
Huang, Y. M., Lin, Y. T., Cheng, S. C. (2010). Effectiveness of a mobile plant learning system in a science curriculum in Taiwanese elementary education. Computers & Education, 54, 47–58.
Iqbal, S., & Qureshi, I. A. (2012). M-learning adoption: A perspective from a developing country. International Review of Research in Open and Distance Learning, 13(3), 147–164.
Jackman, G.-A. (2014). Investigating the factors influencing students’ acceptance of mobile learning: The Cave Hill campus experience. Caribbean Educational Research Journal. The University of the West Indies, 2(2), 14–32.
Jairak, K., Praneetpolgrang, P., & Mekhabunchakij, K. (2009). An acceptance of mobile learning for higher education students in Thailand. In the Sixth International Conference on eLearning for Knowledge-Based Society. Retrieved 3 June 2021, from http://ijcim.th.org/SpecialEditions/v17nSP3/36_Full_Kallaya Jairak_Online.pdf
Jawad, H. H., & Hassan, Z. (2015). Applying Utaut to Evaluate the Acceptance of Mobile Learning in Higher Education in Iraq. International Journal of Science and Research, 4(5), 2319–7064.
Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal. Mobile Learning and Organisation, 13(1), 113–127.
Kim-Soon, N., Ibrahim, M. A., Ahmad, A. R., & Sirisa, N. M. X. (2015). Factors influencing intention to use mobile technologies for learning among technical universities students. Proceedings of the 26th International Business Information Management Association Conference (pp. 2046–2057). Madrid, Spain.
Kumar, J.A., & Bervell, B. (2019). Google Classroom for mobile learning in higher education: Modelling the initial perceptions of students. Education and Information Technology 24, 1793–1817. https://doi.org/10.1007/s10639-018-09858-z
Mojarro, A., Duarte, A., Guzmán, M., & Aguaded, I. (2019). Mobile learning in university contexts based on the Unified Theory of Acceptance and Use of Technology (UTAUT). Journal of New Approaches in Educational Research, 8(1), 7–17. https://doi.org/10.7821/naer.2019.1.317
Mtebe, J., & Raisamo, R. (2014). Investigating students’ behavioural intention to adopt and use mobile learning in higher education in East Africa. International Journal of Education and Development Using Information and Communication Technology, 10(3), 4–20.
Nassuora, A. (2013). Students acceptance of mobile learning for higher education in Saudi Arabia. International Journal of Learning Management Systems, 1(1), 1–9. https://doi.org/10.12785/ijlms/010101
Nikolopoulou, K. (2019). Mobile Technologies and Early Childhood Education. In M. Tsitouridou, J. A. Diniz, & T. Mikropoulos (Eds.), Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science (pp. 444-457). Cham: Springer.
Nikolopoulou, K. (2021). Mobile devices in early childhood education: teachers’ views on benefits and barriers. Education and Information Technologies, 1-14.
Nikolopoulou, K. Gialamas, V., & Lavidas K. (2020). Acceptance of mobile phone by university students for their studies: an investigation applying UTAUT2 model. Education and Information Technologies, 25(5), 4139-4155. doi: 10.1007/s10639-020-10157-9.
Nikou, S. A., & Economides, A. A. (2017). Mobile-based assessment: Integrating acceptance and motivational factors into a combined model of Self-Determination Theory and Technology Acceptance. Computers in Human Behavior, 68, 83–95. https://doi.org/10.1016/j.chb.2016.11.020
Onaolapo, S., & Oyewole, O. (2018). Performance Expectancy, Effort Expectancy, and Facilitating Conditions As Factors Influencing Smartphones Use for Mobile Learning By Postgraduate Students of the University of Ibadan, Nigeria. Interdisciplinary Journal of E-Skills and Lifelong Learning, 14, 95–115.
Oyelere, S. S., Suhonen, J., Wajiga, G. M., & Sutinen, E. (2018). Design, development, and evaluation of a mobile learning application for computing education. Education and Information Technologies, 23(1), 467–495. https://doi.org/10.1007/s10639-017-9613-2
Raykov, T. (1997). Estimation of composite reliability for congeneric measures. Applied Psychological Measurement, 21(2), 173–184. https://doi.org/10.1177/01466216970212006
Sánchez-Prieto, J. C., Hernández-García, Á., García-Peñalvo, F. J., Chaparro-Peláez, J., & Olmos-Migueláñez, S. (2019). Break the walls! Second-order barriers and the acceptance of mLearning by first-year pre-service teachers. Computers in Human Behavior, 95, 158–167. https://doi.org/10.1016/j.chb.2019.01.019
Sánchez-Prieto, J. C., Olmos-Migueláñez, S., & García-Peñalvo, F. J. (2016). MLearning and pre-service teachers: An assessment of the behavioral intention using an expanded TAM model. Computers in Human Behavior, 72, 644–654. https://doi.org/10.1016/j.chb.2016.09.061
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
Tey, T. C. Y., & Moses, P. (2018). UTAUT: Integrating achievement goals and learning styles for undergraduates’ behavioural intention to use technology. EAI Endorsed Transactions on E-Learning, 5(17), 155573. https://doi.org/10.4108/eai.25-9-2018.155573
Thomas, T. D., Singh, L., & Gaffar, K. (2013). The utility of the UTAUT model in explaining mobile learning adoption in higher education in Guyana. International Journal of Education and Development using Information and Communication Technology, 9(3), 71–85.
Traxler, J., & Vosloo, S. (2014). Introduction: The prospects for mobile learning. Prospects, 44(1), 13–28. https://doi.org/10.1007/s11125-014-9296-z
Uğur, N. G., Koç, T., & Koç, M. (2016). An analysis of mobile learning acceptance by college students. Journal of Educational and Instructional Studies in the World, 6(2), 2146–7463.
Venkataraman, B.J. & Ramasamy, S. (2018). Factors influencing mobile learning: a literature review of selected journal papers. International Journal of Mobile Learning and Organisation, 12(2), 99 – 112.
Venkatesh, V, Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of Information Technology: Toward a unified view. MIS Quarterly, 27(3), 425–478.
Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92–118. https://doi.org/10.1111/j.1467-8535.2007.00809.x
UNESCO (2013). Policy guidelines for mobile learning. Retrieved 15 February 2021, from Paris: UNESCO, https://unesdoc.unesco.org/ark:/48223/pf0000219641
Wu, W. H., Jim Wu, Y. C., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers and Education, 59(2), 817–827. https://doi.org/10.1016/j.compedu.2012.03.016
Yang, S. (2013). Understanding undergraduate students’ adoption of mobile learning model: A perspective of the extended UTAUT2. Journal of Convergence Information Technology, 8(10), 969–979. https://doi.org/10.4156/jcit.vol8.issue10.118
Zacharis, G. K. (2020). Investigating the factors influencing pre-service teachers' acceptance to use mobile devices for learning: The case of a Greek university. In S. Papadakis, & M. Kalogiannakis (Eds.), Mobile Learning Applications in Early Childhood Education (pp. 183-208). Hershey, PA: IGI Global. doi:10.4018/978-1-7998-1486-3.ch010
Zainol, Z., Yahaya, N., Yahaya, N. M., & Zain, N. N. B. M. (2017). Factors influencing mobile learning among higher education students in Malaysia. International Journal of Advanced Scientific Research and Management, 2(8), 86–91.
Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers & Education, 94, 1–17. https://doi.org/10.1016/j.compedu.2015.11.001
Field, A. (2018). Η Διερεύνηση της Στατιστικής με τη Χρήση του SPSS της IBM. Εκδόσεις Προπομπός, Αθήνα.
Καλογιαννάκης, Μ. (2020). Εκπαιδευτικές φορητές εφαρμογές για παιδιά προσχολικής ηλικίας: μια αρχική χαρτογράφηση του πεδίου. Διδασκαλία των Φυσικών Επιστημών - Έρευνα και Πράξη, 76(1), 72-94.
Καλογιαννάκης, Μ., & Παπαδάκης, Σ. (2019a). Χρήση των φορητών εφαρμογών για την διδασκαλία των Φυσικών Επιστημών και της Υπολογιστικής Σκέψης στην Προσχολική Εκπαίδευση: μία επισκόπηση του πεδίου. Στο Π. Παντίδιος (Επιμ.), Ηλεκτρονικά πρακτικά 10ου Πανελληνίου Συνεδρίου: Οι Φυσικές Επιστήμες στην Προσχολική Εκπαίδευση. Φυσικές Επιστήμες, Εκπαίδευση, Πολιτισμός (σ. 94-99). Θεσσαλονίκη: Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης.
Καλογιαννάκης, Μ., & Παπαδάκης, Σ. (2019b). Φορητές εφαρμογές για τη γνωστική ανάπτυξη των παιδιών προσχολικής και πρώτης σχολικής ηλικίας. Μια επισκόπηση ερευνών. Αστρολάβος, 32, 7-36.
Παπαδάκης, Σ., & Καλογιαννάκης, Μ. (2020). Μια επισκόπηση του πεδίου των εκπαιδευτικών φορητών εφαρμογών για παιδιά προσχολικής και πρώτης σχολικής ηλικίας. Ανοικτή Εκπαίδευση, 15(2), 95-113.