Student and In-Service Teachers' Acceptance of Spatial Hypermedia in Their Teaching: The Case of Hypersea
ARTICLE
George Koutromanos, Georgios Styliaras, Sotiris Christodoulou
Education and Information Technologies Volume 20, Number 3, ISSN 1360-2357
Abstract
The aim of this study was to use the Technology Acceptance Model (TAM) in order to investigate the factors that influence student and in-service teachers' intention to use a spatial hypermedia application, the HyperSea, in their teaching. HyperSea is a modern hypermedia environment that takes advantage of space in order to display content nodes and social media pages that can be dragged from the Internet. In total, 257 student and in-service teachers completed a survey questionnaire, measuring their responses to four constructs in the TAM. The results of student teachers' regression analysis showed that all components of the TAM were found to predict their intention to use HyperSea in their teaching. Perceived usefulness was the most important predictor in their attitude and intention. On the other hand, only attitude towards use had direct influence on teachers' intention. In addition, perceived usefulness influenced teachers' intention. Perceived ease of use in this study failed to emerge as a significant predictor of teachers' attitude and perceived usefulness. The results showed that the TAM in general is useful model for predicting and exploring the factors that influence student and in-service teachers' intention to use spatial hypermedia such as the HyperSea in their teaching in future. Results of the study are discussed in terms of increasing the intention of student and in service teachers to use spatial hypermedia in their teaching.
Citation
Koutromanos, G., Styliaras, G. & Christodoulou, S. (2015). Student and In-Service Teachers' Acceptance of Spatial Hypermedia in Their Teaching: The Case of Hypersea. Education and Information Technologies, 20(3), 559-578. Retrieved August 13, 2024 from https://www.learntechlib.org/p/160196/.
This record was imported from
ERIC on November 3, 2015. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
- Attitude Measures
- Courseware
- educational technology
- hypermedia
- Inservice Teacher Education
- Intention
- Predictive Measurement
- Predictive Validity
- Predictor Variables
- preservice teacher education
- Questionnaires
- Regression (Statistics)
- Relevance (Education)
- Student Surveys
- Student Teacher Attitudes
- technology integration
- Technology Uses in Education
- usability
- Use Studies
Cited By
View References & Citations Map-
Unpacking teachers’ intentions to integrate technology: A meta-analysis
Ronny Scherer, Department of Teacher Education and School Research (ILS), Norway; Timothy Teo, School of Education, Australia
Educational Research Review Vol. 27, No. 1 (June 2019) pp. 90–109
-
The Effects of an Educational Augmented Reality Application on the Interpretation and Communication of Cultural Assets: The “Greek Type” Watermill’s Case
Stavroula Tzima & Georgios Styliaras, Dept. of Cultural Heritage Management and New Technologies, University of Patras, Greece; Harilaos Zaragas, Dept. of Early Childhood Education (E.C.E.D.U.), University of Ioannina, Greece; Athanasios Bassounas, Regional Directorate of P&S Education of Epirus, Greece
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 909–925
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
