تاثیر ویژگی های فناوری یادگیری مبتنی بر وب بر سازه‌های مدل پذیرش فناوری دیویس

این مطالعه باهدف بررسی نقش ویژگی‌های فناوری‌های یادگیری مبتنی بر وب در پیش‌بینی سازه‌های مدل پذیرش فناوری دیویس در بین معلمان انجام گرفت. به این منظور از روش همبستگی استفاده شد و داده‌ها از 150 نفر از معلمان شهر انار به روش نمونه‌گیری تصادفی ساده با استفاده از یک پرسشنامه اقتباس‌شده از مطالعات قبلی جمع‌آوری شد و با روش تحلیل مسیر تحلیل شد. نتایج نشان داد اثر مستقیم ویژگی های فناوری مبتنی بر وب همچون سهولت فهم و سهولت یافتن بر سازه‌های سهولت و سودمندی ادراک‌شده کاربرد فناوری مثبت و معنی دار است. همچنین نتایج نشان داد اثر مستقیم نیت رفتاری بر کاربرد واقعی، اثرات سودمندی ادراک‌شده و نگرش نسبت به کاربرد بر نیت رفتاری، اثر سودمندی ادراک‌شده بر نگرش نسبت به کاربرد، و اثر سهولت ادراک‌شده کاربرد فناوری بر سودمندی ادراک‌شده مثبت و معنی‌دار بود اما اثر سهولت ادراک‌شده کاربرد بر نگرش معنی‌دار نبود. نتایج واسطه‌ای نشان داد مسیر زنجیره‌ای سهولت یافتن، سودمندی، نگرش، نیت رفتاری و کاربرد واقعی و مسیر زنجیره‌ای سهولت یافتن، سودمندی، نگرش و نیت رفتاری مهم‌ترین مسیرهای پیش‌بینی کاربرد واقعی و نیت رفتاری کاربرد فناوری به‌وسیله معلمان هستند. این نتایج نشان داد باورها و نگرش معلمان بخصوص باور سودمندی ادراک‌شده و نگرش نسبت به کاربرد فناوری نقش مهمی در انتقال اثر سهولت فهم و سهولت یافتن فناوری بر کاربرد واقعی و نیت رفتاری کاربرد فناوری ایفاء می‌کنند.

the impact of web-based learning technologies on constructs of davis’ technology acceptance model

abstractproblem statementresearch on the acceptance of technology by users often focuses on identifying the factors that effectively influence the user’s intent or actual usage of technology. among the educational users of technology, we can mention teachers and learners. understanding the factors that influence teachers’ and learners’ acceptance of technology is essential in effective integration of technology into teaching. teachers are key actors in the successful integration of technology in educational processes. they expect to utilize technology tools to support effective teaching and related activities. with technology’s entrance into teaching and learning processes, the requirements for teachers to integrate technology into their duties have also increased. research suggests that teachers may not utilize technology for professional purposes unless it is compatible with the expectations of stakeholders and the extent of the school’s digital infrastructure (teo, 2019). among the external factors influencing the implementation of technology in educational environments, the characteristics of the technology itself are especially important. the characteristics of technology represent the attributes that aid individuals or organizations in forming perceptions regarding its perceived usefulness and ease of use. this, in turn, influences their overall willingness to adopt and use the technology (nuryyev et al., 2020). in the realm of web-based technologies, a prominent study that was referred to in ifinedo (2006) identified two factors that significantly predict ease of use. the factors noted were ease of understanding and ease of locating information. according to brown (2000), ease of finding entails not only the idea that technology should be simple to navigate but also that it should enable user returning to previous pages easily. ease of understanding of web-based learning technology encompasses the need for clarity, suitability for modifications and graphics, and visual appeal. further, the technology must enable links to detailed information about topics for easy reference. in the field of education, the structure of web-based technology refers to the comprehensibility of pre-defined, teacher-driven content or patterns, such as those provided by the curriculum or other learning resources. in the study by brown (2000), the findings showed that these two factors have a significant influence on the ease of web-based technology use. although brown’s research (2000) established a significant link between ease of use and these factors, less research exists regarding these factors’ effects on the usefulness of web-based technology. as per the findings of ifinedo (2006) which built upon the study by lee, cho, gay, davidson, and ingrafea (2003), a significant link was identified between ease of understanding and easy locating, on one hand, and ease of use and practicality of using web-based technology, on the other. additionally, the findings of ifinedo’s study (ifinedo, 2506) revealed that both ease of understanding and ease of locating are positive predictors of perceived ease and efficacy of technology usage. having said that, the research hypotheses are as follows:the direct effect of ease of understanding on perceived ease of use and perceived usefulness of use technology is significant.the direct effect of ease of finding on perceived ease of use and perceived usefulness of use technology is significant.the direct effect of perceived ease of use on perceived usefulness and attitude toward the use of technology is significant.the direct effect of perceived usefulness on attitude toward the use and behavioral intention to use technology is significant.the direct effect of attitude toward the use of technology on behavioral intention to use technology is significant.the direct effect of behavioral intention to use technology on actual usage of technology is significant.the indirect effect of ease of understanding on perceived usefulness, attitude toward use, behavioral intention, and actual usage of technology is significant.the indirect effect of ease of finding on perceived usefulness, attitude toward use, behavioral intention, and actual usage of technology is significant.methodologyin accordance with the research design, the present study was descriptive and quantitative, with a correlation approach, which was aimed to analyze the variance-covariance matrix between the research variables. the statistical population of the research comprised all teachers of anar city (n=200) in kerman province, who were active during the academic year of 2019-2020. according to the table provided by karjesi and morgan (1970), a sample size of 127 was determined due to the nature of the research. however, considering the need for a larger sample and with the aim of preventing attrition, 150 teachers were selected using simple random sampling. the chosen sample completed the technology acceptance model questionnaire (tam) and the wlt characteristics scale, and the collected data were analyzed through path analysis as the statistical method.research findingsthe results of the data analysis related to the testing of the research