| Title: |
Learning with Interactive Whiteboards: Determining the Factors on Promoting Interactive Whiteboards to Students by Technology Acceptance Model |
| Language: |
English |
| Authors: |
Kilic, Eylem; Güler, Çetin; Çelik, H. Eray; Tatli, Cemal |
| Source: |
Interactive Technology and Smart Education. 2015 12(4):285-297. |
| Availability: |
Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2015 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
High Schools; Secondary Education |
| Descriptors: |
Technology Uses in Education; Interactive Video; Bulletin Boards; Visual Aids; Educational Technology; Structural Equation Models; Hypothesis Testing; Correlation; Self Efficacy; Usability; Attitude Measures; High School Students; Student Attitudes; Computer Attitudes; Foreign Countries; Questionnaires; Difficulty Level; Statistical Analysis |
| Geographic Terms: |
Turkey |
| DOI: |
10.1108/ITSE-05-2015-0011 |
| ISSN: |
1741-5659 |
| Abstract: |
Purpose: The purpose of this study is to investigate the factors which might affect the intention to use interactive whiteboards (IWBs) by university students, using Technology Acceptance Model by the structural equation modeling approach. The following hypothesis guided the current study: H1. There is a positive relationship between IWB self-efficacy and perceived learning (PL). H2. There is a positive relationship between IWB self-efficacy and perceived ease of use (PEOU). H3. There is a positive relationship between IWB self-efficacy and perceived usefulness (PU). H4. There is a positive relationship between PL and PEOU. H5. There is a positive relationship between PL and PU. H6. There is a positive relationship between PEOU and attitude. H7. There is a positive relationship between PU and attitude. Design/methodology/approach: A survey method was used to collect the data. Purposive sampling was used, and 416 high-school students participated in the current study. Descriptive statistics and structural equation model conducted to test the proposed model were used in data analysis. Findings: All hypotheses formulated within the scope of the research model were statistically confirmed. H1, which assumed that interactive whiteboard self-efficacy (IWBSE) have had a positive impact on PL, was found to be statistically significant. The impact of IWBSE on PL was 0.61 which means that if IWBSE increases one unit, the impact on PL will be an average of 0.61 points. The relationship between IWBSE, which is expressed in H2 and H3, and, respectively, PEOU and PU latent variables, was statistically significant. IWBSE mostly affected PEOU (= 0.51, t = 7.92), and then PU (= 0.16, t = 2.43). The relationship between PL -- which is expressed in H4 and H5-- and, respectively, PEOU and PU latent variables, was statistically significant. IWBSE mostly affected PU (= 0.63, t = 7.94), and then PEOU (= 0.27, t = 3.95). Originality/value: It is aimed to transform the entire classes into computerized classes (Smart Class) around Turkey with FATIH project which includes usage of interactive boards. Because it is a very big project funded by the government, it is important to evaluate its adaptation among teachers and students. Therefore, the current study aims to investigate the factors which might affect the attitude to use IWBs by high-school students. |
| Abstractor: |
As Provided |
| Number of References: |
41 |
| Entry Date: |
2015 |
| Accession Number: |
EJ1081960 |
| Database: |
ERIC |