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Pre-service teachers’ intention to use learning management system: an integration of UTAUT and TAM

Pre-service teachers’ intention to use learning management system: an integration of UTAUT and TAM This paper aims to develop and test a research model to explore the factors that influence pre-service teachers’ intention to use learning management system (LMS).Design/methodology/approachA cross-section study was conducted. A survey questionnaire was used to collect data from participants. The total number of participants was 361 pre-service teachers. Partial least square structural equation model was used to analyze the data.FindingsThe findings of this study found that the research model explained approximately 43% of the variance in behavioral intention. Also, the findings revealed that attitude and social influence had an effect on behavioral intention to use technology, but the facilitating condition had no effect on behavior intention to use technology. Finally, performance expectancy, effort expectancy and social influence had an effect on attitude while facilitating condition had no effect on attitude.Originality/valueIn technology acceptance research, unified theory of acceptance and use of technology (UTAUT) and technology acceptance model (TAM) have been broadly designed and empirically tested to elucidate the determinants that impact users’ intention to operate technology in the developed world. However, research on the validation of TAM and UTAUT to explain the determinants that influence preservice teachers’ intention to use a LMS in developing countries is insufficient. Therefore, it is important to evaluate the efficacy of the integrated model of TAM and UTAUT to explain preservice teachers’ intention to use technology and explore the influential determinants that explain preservice teachers’ intention to use LMS. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

Pre-service teachers’ intention to use learning management system: an integration of UTAUT and TAM

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References (84)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1741-5659
DOI
10.1108/itse-02-2020-0028
Publisher site
See Article on Publisher Site

Abstract

This paper aims to develop and test a research model to explore the factors that influence pre-service teachers’ intention to use learning management system (LMS).Design/methodology/approachA cross-section study was conducted. A survey questionnaire was used to collect data from participants. The total number of participants was 361 pre-service teachers. Partial least square structural equation model was used to analyze the data.FindingsThe findings of this study found that the research model explained approximately 43% of the variance in behavioral intention. Also, the findings revealed that attitude and social influence had an effect on behavioral intention to use technology, but the facilitating condition had no effect on behavior intention to use technology. Finally, performance expectancy, effort expectancy and social influence had an effect on attitude while facilitating condition had no effect on attitude.Originality/valueIn technology acceptance research, unified theory of acceptance and use of technology (UTAUT) and technology acceptance model (TAM) have been broadly designed and empirically tested to elucidate the determinants that impact users’ intention to operate technology in the developed world. However, research on the validation of TAM and UTAUT to explain the determinants that influence preservice teachers’ intention to use a LMS in developing countries is insufficient. Therefore, it is important to evaluate the efficacy of the integrated model of TAM and UTAUT to explain preservice teachers’ intention to use technology and explore the influential determinants that explain preservice teachers’ intention to use LMS.

Journal

Interactive Technology and Smart EducationEmerald Publishing

Published: Sep 22, 2020

Keywords: Students; Learning management system; Technology acceptance model; Preservice teachers; Unified theory of acceptance and use of technology

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