Acceptance of ICT-mediated teaching/learning systems for elementary school teachers: Moderating effect of cognitive styles

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• 作者：ChienHsing Wu (1)
  Chia-Fang Liu (2)
  
  1. Department of Information Management ; National University of Kaohsiung ; 700 ; Kaohsiung University Rd. ; Nanzih District ; 811 ; Kaohsiung ; Taiwan ; Republic of China
  2. Subject Teacher in Anping Elementary School ; Executive Master of Business Administration ; National University of Kaohsiung ; 700 ; Kaohsiung University Rd. ; Nanzih District ; 811 ; Kaohsiung ; Taiwan ; Republic of China
  
• 关键词：Teaching/learning system ; Cognition ; Technology acceptance ; Innovation diffusion
• 刊名：Education and Information Technologies
• 出版年：2015
• 出版时间：June 2015
• 年：2015
• 卷：20
• 期：2
• 页码：381-401
• 全文大小：386 KB
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• 刊物类别：Computer Science
• 刊物主题：Computers and Education
  Computer Science, general
  Education
  Educational Technology
  User Interfaces and Human Computer Interaction
  Computer Applications in Social and Behavioral Sciences
  
• 出版者：Springer Netherlands
• ISSN：1573-7608

文摘

Literature has paid limited attention to the preference of instructors to adopt e-teaching/learning system (ET/LS) by considering the cognitive styles. The current study proposes a research model to describe the effects of technology acceptance behavior and innovation diffusion behavior on ET/LS adoption for elementary school instructors. A salient aim of the research is to explore the moderating effect of cognitive styles (analytical and intuitive) on the relationship between variables and adoption willingness. An empirical examination that includes research model, measurement, sampling plan, and data analysis is conducted in the context of elementary school. Data is collected via designed questionnaire. Based on the analysis results of 340 valid samples, main research findings were obtained. First, compatibility is unlikely a factor for both-styled subjects to explain the adoption attitude of ET/LS due to the set technological education policy and strategy. Second, cognitive style likely moderates the effect of ease of use on the adoption attitude for the analysis-styled subjects. Third, trialability and playfulness are significant factors that both-styled subjects perceive as related to the adoption attitude. Discussion and implications are also presented.