جستجوی مقالات مرتبط با کلیدواژه « مدل پذیرش فناوری » در نشریات گروه « علوم تربیتی »

The Covid-19 pandemic brought about a great challenge for the education systems in the world and quickly led to the closure of schools. During this period e-learning was considered as an appropriate solution for overcoming this crisis all over the world.

The present study is quantitative research using a descriptive survey. The statistical population of the research included all the teachers in different provinces and cities of the country, from which 687 teachers participated in this survey through voluntary sampling. A questionnaire adopted from the literature was used to collect the data.

The results indicated the existence of a significant relationship between the five variables of the teaching region (poor, medium, wealthy), the school type, the degree being taught, teaching experience and the teacher's education level and the preferred type of educational approach (face-to-face teaching, e-learning, blended learning). Nevertheless, there was not any significant relationship between the variables of perceived ease of use and teacher’s age and the preferred type of educational approach. As to the relationship between perceived usefulness and preferred type of educational approach, there was a significant relationship, yet a weak correlation. In addition, the results showed that among the teacher characteristics, gender and level of education had a significant effect on their intention to use this system. However, no significant relationship was observed between age, teaching experience and teachers' mastery of Shad software and their intention to use this program.

Policy makers in education can take steps to ensure the success of e-learning technology by considering the factors influencing the preferred type of educational approach and the teachers' intention to use it.Keywords: technology acceptance model, e-learning, Shad, Teachers, e-learning, blended learning

Augmented reality and virtual reality are considered smart and digital technologies that have left their impact in many industries and environments. On the other hand, the COVID-19 pandemic creates a series of issues and challenges for tourism education. Education through augmented reality and virtual reality has become very important. The tourism industry, as one of the most important service industries, experiences tight competition compared to other industries and services in the world.

The present study was conducted with the aim of investigating the factors affecting the acceptance and use of augmented reality and virtual reality applications in tourism education in the context of the COVID-19 pandemic. The research method of this study is quantitative, and data analysis is done using structural equations. The statistical population of the research also includes education experts in the field of augmented reality. The basic idea of this research and its dimensions and spheres are taken from Barta's research model (2023), and changes and innovations have been made to the said model. The research tool is a researcher-made questionnaire with reliable sources. The final designed conceptual model was estimated using structural equations and Smart PLS software.

Based on the modeling results of structural equations, usefulness, ease, pleasure motivation, perceived value of price and perceived quality are effective on the attitude of using augmented reality and virtual reality applications in tourism education with values of 0.560, 0.485, 0.303, 0.677 and 0.444 respectively.

Therefore, the perceived value of price has a greater impact on the attitude and acceptance of the use of augmented reality and virtual reality applications in tourism education in the era of COVID-19 than other identified factors.

This study aimed to investigate the mediating role of student's beliefs and attitudes toward the use of educational technologies in the relationship between student's perceptions of the effectiveness of integrating educational technology in the teaching process by professors with the acceptance and application of educational technologies for learning by students.

the research method was a correlation. The statistical population was all students of Islamic Azad and Payame Noor universities in Shahr-e Babak city which a sample of 201 students was selected by multi-stage cluster sampling method and the required data were used using TAM questionnaire and The perception scale of the effectiveness of ICT integration in teaching was collected, and the data were analyzed by path analysis.

The results showed that the serial path of perceived ease use and perceived usefulness, attitude toward the use and behavioral intention use of educational technology for learning have a positive mediating role in the relationship between students' perception of the effectiveness of educational technology integration in the teaching process and the use of educational technology for learning, and Also, the serial path of perceived usefulness use of educational technology for learning and behavioral intention use of educational technology for learning has the greatest role in the relationship between students' perception of the effectiveness of integrating educational technology in the teaching process and actual usage of educational technology for learning.

According to the results of the perceived usefulness use of technology for learning relative to perceived ease use of technology for learning, attitude toward the use of technology for learning and behavioral intention use of technology for learning can better explanate the effect of students' perception of the effectiveness of educational technology integration in teaching on the use of educational technology for learning.

This study aimed to evaluate the role of usefulness and perceived ease in using online learning for behavioral purposes concerning the mediating role of attitudes toward technology. In this regard, the current research is of applied, descriptive-survey, and correlational type. The statistical population of the present study was all formal and full-time teachers in Tehran in all courses. A sample of 253 people from this community who participated in online data collection was considered as a research sample. A standard online questionnaire was used to collect data, the reliability, and validity of which were confirmed. Studies using the partial least squares method and smart pls software showed that perceived usefulness and perceived ease have a positive and significant effect on teachers' behavioral goals. The results also showed that the attitude towards technology mediates the impact of usefulness and perceived ease of using online learning on behavioral goals.

This study aimed to investigate the direct and indirect effect of beliefs (ease and usefulness), attitude, and behavioral intention to use technology on teachers' persistence in teaching with technology. For this purpose, a correlational research method was used and 150 teachers were selected from 255 teachers in Shahr-e Babak according to the Krejcie and Morgan random sampling table by two-stage cluster sampling method. Data were collected using the TAM questionnaire and subscale of persistence in teaching with ICT and analyzed by path analysis method. The results showed that the direct effect of behavioral intention and attitude toward the use of technology on teachers' persistence in teaching with technology was positive and significant but the direct effect of perceived ease and usefulness beliefs of technology use on teachers' persistence in teaching with was not significant. The simple mediating results showed that attitude toward the use of technology plays a positive and significant role in the relationship between perceived ease of use technology and persistence in teaching with technology, and behavioral intention of use technology as a positive and significant mediating role in the relationship between perceived usefulness of use technology and persistence in teaching with technology. The results of serial mediating also showed that the serial of behavioral intention, and perceived usefulness of use technology, and the serial of behavioral intention, and attitude toward the use of technology have a positive and significant mediating role in the relationship between perceived ease of use technology with persistence in teaching with technology. These results showed that behavioral intention and attitudes toward the use of technology play an important role in the persistence in the use of technology in the teachers' teaching process.

The purpose of this study was analysis of technology. The study involved all the Directorate General of Education Employees in the academic year of 2013-2014. According to Morgan Table. and by using stratified sampling, 165 people were sampled. In order to enhance the statistical power, 188 questionnaires were distributed and collected.. In order to collect data, Technology acceptance questionnaires were used. The validity of questionnaires according to the experts' ideas and its reliability according to the Cronbach's Alpha coefficient were considered and approved(0/896). In order to analyze data, Structural equation modeling techniques were used. The findings indicated that perceived usefulness and perceived usefulness, attitude to affect and attitudes to use and decided to use as mediators can influence the acceptance and use of technology. Based on the data analysis, the proposed conceptual model in this population is appropriate based on the goodness of fit. Consequently it is applicable to the population under study.

The aim of this study is to evaluate the impact of Information echnology and communication Training on the effective adoption of IT based Technology Acceptance Model (TAM). This study is based on objective and based on the method of data collection is descriptive. The population are all employees (including 244 person) Water and Wastewater Company Arak city That 215 employees were selected as samples in two groups (Passed Training and not passed Training) in the year 2015. Data collection was used of Standard questionnaire Davi's technology acceptance model (1989). Data analysis was performed using SPSS and LISREL software. The results showed that the Training staff Passed and training not passed the Technology Acceptance Model 5 variables there are significant differences. Based on data analysis, all of the relationships between variables in structural models trained with regard to the effect of education respectively positive and significant. With regard to the fit indexes, Structural model of technology adoption trained in proper fit and thus the ability to use the community offers.

This study aimed at studying factors affecting accepting new technologies in distance education drawing on technology acceptance model. The study population (n=900) involved all of administrative staff and professors of Esfahan Payame Noor University. The sample size was determined based on Krejcie and Morgan’s table. A researcher-made questionnaire translated from TAM questionnaire with some added questions based on the research hypotheses was the research instrument. After validating the instrument، it was administered to the sample. The results suggested that mental perception of ease of use and usefulness of new technologies in distance education had a significant relation with the attitudes of the sample. Further، their attitude to these technologies had a significant relation with deciding to use the technologies and their decision was significantly correlated with the practical use of the technologies.

This purpose of this study was to examine the relationship of internet perceived complexity to internet perceived ease of use and internet perceived usefulness among school managers of Anar city in Kerman province. Research method was descriptive-correlational. This study involved all 210 school managers of Anar as the target population. In consultation with Morgan’s table, a sample of 149 managers was drawn using simple random sampling method. Data were collected employing TAM questionnaire adapted from Gardner and Amoroso (2004), Pauld Rouse (2004), Hong et al. (2004), and Sonj & Patton (2002). Path analysis and correlation analysis were employed to analyze data. Results revealed that there was a significantly negative relationship between internet perceived complexity and both internet perceived ease of use and its actual use. The relationship between other variables of concern in this study including internet perceived ease of use and its perceived usefulness and attitudes towards its use, attitudes towards internet use and behavioral intention in internet use, and between behavioral intention in internet use and its actual use were all significantly positive.

This research has been done to study the internal relationships among Davis’ Technology Acceptance Model Constructs. For this purpose a sample of 133 freshman students of computer science at associate level were selected using cluster random sampling. After six weeks training, the students answered TAM questionnaire which was adapted from Gardner and Amoroso (2004) and Klopping and McKinney (2004). Results showed that the effect of path coefficient of perceived ease of use of the internet on perceived usefulness of the Internet, the effect of path coefficient of perceived usefulness of the internet on behavioral intention to use internet, the effect of path coefficient of attitude toward using the internet on behavioral intention to use internet and the effect of path coefficient of behavioral intention to use internet on actual usage of the internet were significant but the path coefficients of perceived ease of use the internet and perceived usefulness of the internet on attitude toward using the internet was not significant. Also, behavioral intention to use internet explained 31% of actual usage variance of the internet.