The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education
Branko Anđić 1 * , Andrej Šorgo 2, Danijela Stešević 3, Zsolt Lavicza 1
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1 Johannes Kepler University, Linz, AUSTRIA2 University of Maribor, Maribor, SLOVENIA3 University of Montenegro, Podgorica, MONTENEGRO* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 8, Article No: em2140

https://doi.org/10.29333/ejmste/12239

Publication date: 19 Jul 2022

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Article Downloads: 329

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