Factors Influencing the Acceptance of Digital Technologies by Teachers in Interactive Learning Situations

• Ricardo Santos Lima ^[1] ; Jaime Ramirez ^[2] ; Angélica de Antônio ^[2] ; Luis A. B. Mascarenhas ^[3] ; Marcelle Minho ^[4]
  1. [1] Unit for Innovation and Educational Technologies (ITED), SENAI, Lauro de Freitas, Brazil
  2. [2] Department of Computer Languages, Systems and Software Engineering, Polytechnic University of Madrid, Madrid, Spain
  3. [3] SENAI CIMATEC University Center, Salvador, Brazil
  4. [4] Department of Distance Learning, SENAI CIMATEC University Center, Salvador, Brazil

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• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 19, Nº. 1, 2024, págs. 240-247
• Idioma: inglés
• DOI: 10.1109/RITA.2024.3458849
• Texto completo no disponible (Saber más ...)
• Resumen

  • Taking into account the challenges of professional training for Industry 4.0 and the new student profile, we conceived an educational alternative adapted from design thinking that uses active learning methodologies and digital technologies like virtual reality, augmented reality, etc. This new alternative is called Situação Interativa de Aprendizagem - SIA, which translates to Interactive Learning Situation. We use technology acceptance models as a way to predict teachers’ willingness to adopt the proposed technologies. The results of this stage will guide the training program. We adopted a model based on the unified theory of acceptance and use of technology (UTAUT), extended with the constructivist teaching belief (CTB). We found that there is a positive perception of performance gains for teachers (performance expectancy) and the impact of external influences for intention of use (social influence). However, there are different opinions regarding the other factors, such as teacher receptivity and qualifications (effort expectancy), educational beliefs (CTB), ease of implementation (facilitating conditos), and the influence of age moderator.

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