The Factors Which Influence the Continuance Intention of Teachers in Using the Interactive Digital Identification Key for Trees in Elementary School Science Education

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  • Author(s): Andic, Branko (ORCID Andic, Branko (ORCID 0000-0003-2691-8357); Šorgo, Andrej (ORCID Šorgo, Andrej (ORCID 0000-0002-6962-3922); Steševic, Danijela (ORCID Steševic, Danijela (ORCID 0000-0003-0115-7141); Lavicza, Zsolt (ORCID Lavicza, Zsolt (ORCID 0000-0002-3701-5068)
  • Language:
    English
  • Source:
    EURASIA Journal of Mathematics, Science and Technology Education. 2022 18(8).
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: [email protected]; Web site: https://www.ejmste.com/
    • Peer Reviewed:
      Y
    • Source:
      21
    • Education Level:
      Elementary Education
    • Subject Terms:
      Foreign Countries; Elementary School Teachers; Elementary School Science; Biology; Identification; Technology Uses in Education; Influences; Science Instruction; Intention
    • Subject Terms:
      Montenegro
    • ISSN:
      1305-8215
      1305-8223
    • Abstract:
      It is hard to imagine biology education without the identification of the species of interest, mostly with the implementation of a dichotomous key. Digital identification keys (DIKs) have been developed and made available to teachers in Montenegro. We investigate the factors, which influence teachers', who had applied the DIK, in their continuing intention to use them in primary schools. The modified unified theory of acceptance and use of technology (UTAUT), continuance theory, and expectation-confirmation Theories were used for the identification of the factors which influence the teachers' decision about whether to continue to use the DIK. 232 teachers from Montenegro participated in this research. The results indicate that the perceived pedagogical impact and user interface quality has the greatest influence on teachers' continuance intentions (CIs). Performance expectations, effort expectations and technical compatibility have a moderate influence and management support, personal innovativeness and students' expectations have a low influence on teachers' CI of using DIK.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1356757