The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education

Abstract

It is hard to imagine biology education without the identification of the species of interest, mostly with the implementation of a dichotomous key. Digital identification keys (DIKs) have been developed and made available to teachers in Montenegro. We investigate the factors, which influence teachers', who had applied the DIK, in their continuing intention to use them in primary schools. The modified unified theory of acceptance and use of technology (UTAUT), continuance theory, and expectation-confirmation Theories were used for the identification of the factors which influence the teachers' decision about whether to continue to use the DIK. 232 teachers from Montenegro participated in this research. The results indicate that the perceived pedagogical impact and user interface quality has the greatest influence on teachers' continuance intentions (CIs). Performance expectations, effort expectations and technical compatibility have a moderate influence and management support, personal innovativeness and students' expectations have a low influence on teachers' CI of using DIK.

Instrument of Augmented Reality Technology Based Biology Practicum: Psychometrics Analysis

“…AR allows perspective to be enriched by displaying virtual objects are part of the real world [58,60,53]. AR is a crossover between the real and virtual worlds.…”

“…The available of augmented reality could be the solution for science learning problems especially to show the learning object in the class due to make the more interactive and effective learning [55,56,57]. Augmented reality could be implement extensively in various media, easy to operate and less cost production make augmented reality (AR) become the solution of learning media in new habit adaptation [58,59,60].…”

Mobile Augmented Reality in Biological Education: Perceptions of Austrian Secondary School Teachers

“…The questionnaire used in this research contained more closed and some open questions, and the reason for this survey design is twofold. First, when creating the questionnaire, we followed the suggestions of previous research (Anđić, et al, 2018;Anđić, et al, 2021;Anđić, et al, 2022;İpek et al, 2020;Mikropoulos et al, 2003) which dealt with the application of different digital technologies in biology education. Another reason for this kind of questionnaire design is that participants who complete an online survey are more willing to answer closedended questions than open-ended questions because they are less time-consuming and require less commitment (Zhou et al, 2017;Fan and Yan, 2010).…”

A Study on Teachers’ Continuance Intention to Use Technology in English Instruction in Western China Junior Secondary Schools

“…For example, some previous studies focused more on the acceptance and adoption of multimedia online learning [19]. Other studies have investigated the continuation of technology use in terms of technostress and attitudes [20], perceived pedagogical impact and user interface quality [21], satisfaction in the blended learning context [22], intrinsic and extrinsic work motivation and occupational stress (i.e., burnout and technostress, which have been examined in tandem) [23], and perceived convenience and curiosity [24]. Previous research results suggest that other variables may affect the continuance intention to use technology [25,26].…”