Factors influencing university teachers’ use of a mobile technology-enhanced teaching (MTT) platform

Abstract

The main purpose of this study was to examine the critical factors influencing university teachers’ use of a mobile technology-enhanced teaching (MTT) platform during the new coronavirus (COVID-19) epidemic. An integrated model with multiple factors drawing from the theoretical models and learning theories was proposed in this study to examine university teachers’ intentions to use an MTT platform. The multiple factors included the individual factor (e.g., growth mindset, help seeking, and self-efficacy), the social factor (e.g., social norms), and the technological acceptance factor (e.g., perceived usefulness and perceived ease of use). The survey method was used to collect data on university teachers’ perceptions of the MTT platform use, and a two-step structural equation modeling approach was used for the data analysis. Based on the path analysis of a total of 214 valid responses, the results identified that growth mindset, help seeking, and self-efficacy from the individual factor, as well as perceived usefulness from the technology acceptance factor were the significant determinants of university teachers’ intentions to adopt the MTT. The contributions of this study are twofold. First, the proposed model was derived from multiple literature sources, providing a sound theoretical foundation to understand MTT platform use from an academic angle. Second, university teachers’ viewpoints are a unique observation of their actual platform use, providing practical insights into the improvement and maintenance of MTT-related platforms for all educators. The findings are especially valuable during the post-COVID-19 era.

Factors predicting University students’ behavioral intention to use eLearning platforms in the post-pandemic normal: an UTAUT2 approach with ‘Learning Value’

“…Future research is suggested to investigate students’ intentions and use of specific digital platforms and online environments, as well as Universities’ digital infrastructure. For example, mobile technology has a good potential for online education, and mobile technology-enhanced teaching platforms were adopted during the pandemic (Tang et al, 2021 ). Future research could also investigate opportunities that come with online education in the post-pandemic era.…”

User’s intention towards the use of digital libraries: a post COVID-19 scenario

“…PU is "the degree to which a person believes that using the new technology would enhance his or her job performance" (Davis, 1989). Following TPB, the perceived utility also influenced how users perceived adopting the new technology system amidst the coronavirus crisis (Tang et al, 2021;Mustafa et al, 2021;Han and Sa, 2022). The subsequent hypotheses are presented as:…”

Exploring teachers’ technology acceptance during COVID-19 pandemic: A systematic review (2020-2022)

“…To explain this scenario, it is possible that teachers were trained to integrate technology for educational purposes [30] and they had sufficient knowledge on how to adopt technology to deliver teaching [22], [27], resulting in their positive acceptance towards technology use for emergency remote teaching. The studies showed that teachers perceive technology has a facilitating effect in delivering the content knowledge to learners effectively during the pandemic [22], [23], [25], [27], [28], [34], [35], [37], [40], and they were comfortable and confident using online platforms to deliver lessons during the closure of educational institutions [22], [40]. This is supported by Zamora-Antuñano et al [45] which found that teachers managed to implement technology for emergency remote teaching because they received adequate training to confront the outbreak.…”

“…There are five key factors that impact teachers' behavioral intentions to accept technology for emergency remote teaching during the COVID-19 pandemic, namely perceived usefulness or performance expectancy, perceived ease of use or effort expectancy, attitude toward use, social influence or subjective norm and facilitating conditions or perceived behavioral control. Among all the factors stated, PU [23], [24], [28], [33], [35], [37], [40], [43] or PE [27], [29], [41] is considered the most influential factor of teachers' intentions in accepting technology during the outbreak. In other words, teachers concern the most about how useful the technology is in enhancing their performance [54].…”