The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education
Full Text (PDF)
More Detail
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.
License
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
Article Views: 1970
Article Downloads: 858
Open Access References How to cite this articleReferences
- Aldhebiani, A. Y. (2018). Species concept and speciation. Saudi Journal of Biological Sciences, 25(3), 437-440. https://doi.org/10.1016/j.sjbs.2017.04.013
- Amprazis, A., & Papadopoulou, P. (2020). Plant blindness: a faddish research interest or a substantive impediment to achieve sustainable development goals? Environmental Education Research, 26(8), 1065-1087. https://doi.org/10.1080/13504622.2020.1768225
- Anđić, B., Cvijetićanin, S., Hayhoe, S., Grujičić, R., & Stešević, D. (2019). Dichotomous keys in the botanical learning of non-visual (blind) people. Journal of Baltic Science Education, 18(5), 668. https://doi.org/10.33225/jbse/19.18.668
- Anđić, B., Cvijetićanin, S., Maričić, M., & Stešević, D. (2018). The contribution of dichotomous keys to the quality of biological-botanical knowledge of eighth grade students. Journal of Biological Education, 53(3), 310-326. https://doi.org/10.1080/00219266.2018.1469540
- Anđić, B., Cvjetićanin, S., Lavicza, Z., Maričić, M., Novović, T., & Stešević, D. (2020). Mobile and printed dichotomous keys in constructivist learning of biology in primary school. Research in Science & Technological Education, 1-28. https://doi.org/10.1080/02635143.2020.1763290
- Attenborough, D. (1995). The private life of plants. BBC Books.
- Bajd, B., Mati, D., & Mati. P. T. (2002). Določanje polžev in školjk z uporabo preprostega biološkega ključa: Moje prve školjke in polži [Determination of snails and mussels using a simple biological key: My first shells and snails]. Naravoslovna Solnica, 6(3), 9-13.
- Balick, M. J., & Cox, P. A. (1999). Plants, people, and culture: The science of ethnobotany. Scientific American Library.
- Bardakci, S., & Alkan, M. F. (2019). Investigation of Turkish preservice teachers’ intentions to use IWB in terms of technological and pedagogical aspects. Education and Information Technologies, 24(5), 2887-2907. https://doi.org/10.1007/s10639-019-09904-4
- Bhattacherjee, A. (2001a). An empirical analysis of the antecedents of electronic commerce service continuance. Decision Support Systems, 32(2), 201-214. https://doi.org/10.1016/S0167-9236(01)00111-7
- Bhattacherjee, A. (2001b). Understanding information systems continuance: An expectation-confirmation model. MIS Quarterly, 25(3), 351. https://doi.org/10.2307/3250921
- Birch, A., & Irvine, V. (2009). Preservice teachers’ acceptance of ICT integration in the classroom: applying the UTAUT model. Educational Media International, 46(4), 295-315. https://doi.org/10.1080/09523980903387506
- Brach, A. R., & Song, H. (2005). ActKey: A web‐based interactive identification key program. Taxon, 54(4), 1041-1046. https://doi.org/10.2307/25065490
- Bryman, A. (2006). Integrating quantitative and qualitative research: How is it done? Qualitative Research, 6(1), 97-113. https://doi.org/10.1177/1468794106058877
- Campbell, K. R., Wilson, S. B., Wilson, P. C., & He, Z. (2011). Interactive online tools for teaching plant identification. HortTechnology, 21(4), 504-508. https://doi.org/10.21273/horttech.21.4.504
- Chang, I.-C., Hwang, H.-G., Hung, W.-F., & Li, Y.-C. (2007). Physicians’ acceptance of pharmacokinetics-based clinical decision support systems. Expert Systems with Applications, 33(2), 296-303. https://doi.org/10.1016/j.eswa.2006.05.001
- Chavoshi, A., & Hamidi, H. (2019). Social, individual, technological and pedagogical factors influencing mobile learning acceptance in higher education: A case from Iran. Telematics and Informatics, 38, 133-165. https://doi.org/10.1016/j.tele.2018.09.007
- Chiu, C.-M., & Wang, E. T. (2008). Understanding web-based learning continuance intention: The role of subjective task value. Information & Management, 45(3), 194-201. https://doi.org/10.1016/j.im.2008.02.003
- Chiu, C.-M., Hsu, M.-H., Sun, S.-Y., Lin, T.-C., & Sun, P.-C. (2005). Usability, quality, value and e-learning continuance decisions. Computers & Education, 45(4), 399-416. https://doi.org/10.1016/j.compedu.2004.06.001
- Chroustova, K., Bilek, M., & Šorgo, A. (2015). Development of the research tool to identify factors affecting the use of chemistry educational software. Problems of Education in the 21st Century, 68(6), 6-21. https://doi.org/10.33225/pec/15.68.06
- Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. Routledge.
- Crutzen, P. J. (2006). The “anthropocene”. In E. Ehlers, & T. Krafft (Eds.), Earth system science in the anthropocene (pp. 13-18). Springer. https://doi.org/10.1007/3-540-26590-2_3
- Dallwitz, M. J., Paine, T. A., & Zurcher, E. J. (2000). Principles of interactive keys. http://www.delta-intkey.com
- Davis, F. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
- Drinkwater, R. E. (2009). Insights into the development of online plant identification keys based on literature review: An exemplar electronic key to Australian Drosera. Bioscience Horizons, 2(1), 90-96. https://doi.org/10.1093/biohorizons/hzp007
- Dwivedi, Y. K., Rana, N. P., Jeyaraj, A., Clement, M., & Williams, M. D. (2017). Re-examining the unified theory of acceptance and use of technology (UTAUT): Towards a revised theoretical model. Information Systems Frontiers, 21(3), 719-734. https://doi.org/10.1007/s10796-017-9774-y
- Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/BF02504683
- Farr, D. F. (2006). On-line keys: more than just paper on the web. Taxon, 55(3), 589-596. https://doi.org/10.2307/25065636
- Flannery, M. C. (2001). Where is biology? The American Biology Teacher, 63(6), 442-447. https://doi.org/10.2307/4451152
- Frisch, J. K., Unwin, M. M., & Saunders, G. W. (2010). Name that plant! Overcoming plant blindness and developing a sense of place using science and environmental education. The Inclusion of Environmental Education in Science Teacher Education, 143-157. https://doi.org/10.1007/978-90-481-9222-9_1
- Gagne, M., Koestner, R., & Zuckerman, M. (2000). Facilitating acceptance of organizational change: The importance of self-determination1. Journal of Applied Social Psychology, 30(9), 1843-1852. https://doi.org/10.1111/j.1559-1816.2000.tb02471.x
- Gefen, D., Karahanna, E., & Straub. D. W. (2003). Trust and TAM in online shopping: An integrated model. MIS Quarterly, 27(1), 51. https://doi.org/10.2307/30036519
- Goettsch, B., Hilton-Taylor, C., Cruz-Piñón, G., Duffy, J. P., Frances, A., Hernández, H. M., Inger, R., Pollock, C., Schipper, J., Superina, M., Taylor, N. P. (2015). High proportion of cactus species threatened with extinction. Nature Plants, 1, 15142. https://doi.org/10.1038/nplants.2015.142
- Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593. https://doi.org/10.1111/bjet.12864
- Hamid, A. A., Razak, F. Z. A., Bakar, A. A., & Abdullah, W. S. W. (2016). The effects of perceived usefulness and perceived ease of use on continuance intention to use e-government. Procedia–Economics and Finance, 35, 644-649. https://doi.org/10.1016/S2212-5671(16)00079-4
- Hart, M., & Henriques, V. (2006). On the influence of facilitating conditions on DSS usage. Preface of the Editors, p.135.
- Heidorn, P. B. (2001). A tool for multipurpose use of online flora and fauna: The biological information browsing environment, BIBE. First Monday, 6(2). https://doi.org/10.5210/fm.v6i2.835
- Holzmann, P., Schwarz, E. J., & Audretsch, D. B. (2018). Understanding the determinants of novel technology adoption among teachers: the case of 3D printing. The Journal of Technology Transfer, 1(33), 1-9. https://doi.org/10.1007/s10961-018-9693-1
- Hone, K. S., & Said, G. R. E. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers & Education, 98, 157-168. https://doi.org/10.1016/j.compedu.2016.03.016
- Hong, J.-C., Hwang, M.-Y., Hsu, H.-F., Wong, W.-T., & Chen, M.-Y. (2011). Applying the technology acceptance model in a study of the factors affecting usage of the Taiwan digital archives system. Computers & Education, 57(3), 2086-2094. https://doi.org/10.1016/j.compedu.2011.04.011
- Hooykaas, M. J., Schilthuizen, M., Aten, C., Hemelaar, E. M., Albers, C. J., & Smeets, I. (2019). Identification skills in biodiversity professionals and laypeople: A gap in species literacy. Biological Conservation, 238, 108202. https://doi.org/10.1016/j.biocon.2019.108202
- Howard, S. K., Chan, A., Mozejko, A., & Caputi, P. (2015). Technology practices: Confirmatory factor analysis and exploration of teachers technology integration in subject areas. Computers & Education, 90(2), 24-35. https://doi.org/10.1016/j.compedu.2015.09.008
- Ifinedo, P. (2018). Determinants of students’ continuance intention to use blogs to learn: an empirical investigation. Behaviour & Information Technology, 37(4), 381-392. https://doi.org/10.1080/0144929X.2018.1436594
- Iqbal, S., & Bhatti, Z. A. (2016). What drives m-learning? An empirical investigation of university student perceptions in Pakistan. Higher Education Research & Development, 36(4), 730-746. https://doi.org/10.1080/07294360.2016.1236782
- Jacquemart, A.-L., Lhoir, P., Binard, F., & Descamps, C. (2016). An interactive multimedia dichotomous key for teaching plant identification. Journal of Biological Education, 50(4), 442-451. https://doi.org/10.1080/00219266.2016.1150870
- Jarvie, J. K., & Stevens, P. F. (1998). Interactive keys, inventory, and conservation. Conservation Biology, 12(1), 222-224. https://doi.org/10.1111/j.1523-1739.1998.96123.x
- Joo, Y. J., Lee, H. W., & Ham, Y. (2014). Integrating user interface and personal innovativeness into the TAM for mobile learning in Cyber University. Journal of Computing in Higher Education, 26(2), 143-158. https://doi.org/10.1007/s12528-014-9081-2
- Jose, S. B., Wu, C. H., & Kamoun, S. (2019). Overcoming plant blindness in science, education, and society. Plants, People, Planet, 1(3), 169-172. https://doi.org/10.1002/ppp3.51
- Kafyulilo, A., Fisser, P., & Voogt, J. (2015). Factors affecting teachers’ continuation of technology use in teaching. Education and Information Technologies, 21(6), 1535-1554. https://doi.org/10.1007/s10639-015-9398-0
- Karimov, O., & Kim, H. (2017). Factors of UTAUT affecting the use behavior: Based on Telegram application in Uzbekistan. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 7(12), 831-840. https://doi.org/10.14257/AJMAHS.2017.12.23
- Key to Nature. (n. d.). A new way to discover biodiversity. https://www.keytonature.eu/wiki/.
- Kirby, S., Cornish, H., & Smith, K. (2008). Cumulative cultural evolution in the laboratory: An experimental approach to the origins of structure in human language. Proceedings of the National Academy of Sciences, 114(12). https://doi.org/10.1073/pnas.1702129114
- Kirschner, P. A. (2015). Do we need teachers as designers of technology enhanced learning? Instructional Science, 43(2), 300-322. http://doi.org/10.1007/s11251-015-9346-9
- Knight, K., & Davies, R. S. (2014). Using a mobile dichotomous key iPad application as a scaffolding tool in a museum setting. Interactive Learning Environments, 24(4), 814-828. https://doi.org/10.1080/10494820.2014.924532
- Laganis, J., Prosen, K., & Torkar, G. (2017). Classroom versus outdoor biology education using a woody species identification digital dichotomous key. Natural Sciences Education, 46(1), 1-9. https://doi.org/10.4195/nse2016.11.0032
- Lai, H.-M., & Chen, C.-P. (2011). Factors influencing secondary school teachers’ adoption of teaching blogs. Computers & Education, 56(4), 948-960. https://doi.org/10.1016/j.compedu.2010.11.010
- Lee, M.-C. (2010). Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation model. Computers & Education, 54(2), 506-516. https://doi.org/10.1016/j.compedu.2009.09.002
- Legris, P., Ingham, J., & Collerette, P. (2003). Why do people use information technology? A critical review of the technology acceptance model. Information & Management, 40(3), 191-204. https://doi.org/10.1016/S0378-7206(01)00143-4
- Lewis, S. L., & Maslin, M. A. (2015). Defining the anthropocene. Nature, 519(7542), 171. https://doi.org/10.1038/nature14258
- Liao, C., Palvia, P., & Chen, J.-L. (2009). Information technology adoption behavior life cycle: Toward a technology continuance theory (TCT). International Journal of Information Management, 29(4), 309-320. https://doi.org/10.1016/j.ijinfomgt.2009.03.004
- Liao, H.-L., & Lu, H.-P. (2008). The role of experience and innovation characteristics in the adoption and continued use of e-learning websites. Computers & Education, 51(4), 1405-1416. https://doi.org/10.1016/j.compedu.2007.11.006
- Lin, S., Zimmer, J. C., & Lee, V. (2013). Podcasting acceptance on campus: The differing perspectives of teachers and students. Computers & Education, 68, 416-428. https://doi.org/10.1016/j.compedu.2013.06.003
- Lin, W.-S. (2012). Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives. International Journal of Human-Computer Studies, 70(7), 498-507. https://doi.org/10.1016/j.ijhcs.2012.01.006
- Lindemann‐Matthies, P. (2005). ‘Loveable’mammals and ‘lifeless’ plants: How children’s interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27(6), 655-677. https://doi.org/10.1007/s10745-008-9194-1
- Liu, I.-F., Chen, M. C., Sun, Y. S., Wible, D., & Kuo, C.-H. (2010). Extending the TAM model to explore the factors that affect intention to use an online learning community. Computers & Education, 54(2), 600-610. https://doi.org/10.1016/j.compedu.2009.09.009
- Lu, J. (2014). Are personal innovativeness and social influence critical to continue with mobile commerce? Internet Research, 24(2), 134-159. https://doi.org/10.1108/IntR-05-2012-0100
- Lu, J., Yao, J. E., & Yu, C.-S. (2005). Personal innovativeness, social influences and adoption of wireless Internet services via mobile technology. The Journal of Strategic Information Systems, 14(3), 245-268. https://doi.org/10.1016/j.jsis.2005.07.003
- Lu, J., Yu, C. S., Liu, C., & Yao, J. E. (2003). Technology acceptance model for wireless Internet. Internet Research, 13(3), 206-222. https://doi.org/10.1108/10662240310478222
- Mahat, J., Ayub, A. F. M., Luan, S., & Wong. (2012). An assessment of students’ mobile self-efficacy, readiness and personal innovativeness towards mobile learning in higher education in Malaysia. Procedia–Social and Behavioral Sciences, 64, 284-290. https://doi.org/10.1016/j.sbspro.2012.11.033
- Mayer, P., & Girwidz, R. (2019). Physics teachers’ acceptance of multimedia applications—Adaptation of the technology acceptance model to investigate the influence of TPACK on physics teachers’ acceptance behavior of multimedia applications. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00073
- McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276-282. https://doi.org/10.11613/BM.2012.031
- Mensah, I. K. (2019). Factors influencing the intention of university students to adopt and use e-government services: An empirical evidence in China. SAGE Open, 9(2), 215824401985582. https://doi.org/10.1177/2158244019855823
- Ministry of Education of Montenegro. (2013). Bilten of Montenegrin Ministry of Education 2013. www.mps.gov.me
- Nesbitt, M., McBurney, R. P., Broin, M., & Beentje, H. J. (2010). Linking biodiversity, food and nutrition: The importance of plant identification and nomenclature. Journal of Food Composition and Analysis, 23(6), 486-498. https://doi.org/10.1016/j.jfca.2009.03.001
- Nowak, D. J., & Greenfield, E. J. (2018). US urban forest statistics, values, and projections. Journal of Forestry, 116(2), 164-177. https://doi.org/10.1093/jofore/fvx004
- Nowak, D. J., Crane, D. E., & Stevens, J. C. (2006). Air pollution removal by urban trees and shrubs in the United States. Urban Forestry and Urban Greening, 4, 115–123. https://doi.org/10.1016/j.ufug.2006.01.007
- Odadžić, V. (2016). Efficiency of the use of educational computer software in teaching biology in the grammar school (Doctoral dissertation, University of Novi Sad (Serbia)).
- Ong, C.-S., Lai, J.-Y., & Wang, Y.-S. (2004). Factors affecting engineers’ acceptance of asynchronous e-learning systems in high-tech companies. Information & Management, 41(6), 795-804. https://doi.org/10.1016/j.im.2003.08.012
- Palmberg, I., Berg, I., Jeronen, E., Kärkkäinen, S., Norrgård-Sillanpää, P., Persson, C., Vilkonis, R., & Yli-Panula, E. (2015). Nordic-Baltic student teachers’ identification of and interest in plant and animal species: The importance of species identification and biodiversity for sustainable development. Journal of Science Teacher Education, 26(6), 549-571. https://doi.org/10.1007/s10972-015-9438-z
- Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome—A review of literature. International Journal of Information Management, 43, 1-14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
- Pany, P. (2014). Students’ interest in useful plants: A potential key to counteract plant blindness. Plant Science Bulletin, 60(1), 18-27.
- Papilaya, P. M. (2020). Field trips strategies and keys to determination on discovery learning in lower-plants botany. Journal of Southwest Jiaotong University, 55(4). https://doi.org/10.35741/issn.0258-2724.55.4.62
- Patrick, P., & Tunnicliffe, S. D. (2011). What plants and animals do early childhood and primary students’ name? Where do they see them? Journal of Science Education and Technology, 20(5), 630-642. http://dx.doi.org/10.1007/s10956-011-9290-7
- Pinpathomrat, N. (2015). A model of e-learning uptake and continuance in higher educational institutions [Doctoral thesis, University of Southampton].
- Pynoo, B., Devolder, P., Tondeur, J., Braak, J. V., Duyck, W., & Duyck, P. (2011). Predicting secondary school teachers’ acceptance and use of a digital learning environment: A cross-sectional study. Computers in Human Behavior, 27(1), 568-575. https://doi.org/10.1016/j.chb.2010.10.005
- Randler, C. (2008). Teaching species identification–A prerequisite for learning biodiversity and understanding ecology. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 223-231. https://doi.org/10.12973/ejmste/75344
- Remmele, M., & Lindemann-Matthies, P. (2018). Like father, like son? On the relationship between parents’ and children’s familiarity with species and sources of knowledge about plants and animals. EURASIA Journal of Mathematics, Science and Technology Education, 14(10), em1581. https://doi.org/10.29333/ejmste/92287
- Roe, D., Seddon, N., & Elliott, J. (2019). Biodiversity loss is a development issue: A rapid review of evidence. IIED Issue Paper. http://pubs.iied.org/17636IIED
- Roll, I., Butler, D., Yee, N., Welsh, A., Perez, S., Briseno, A., Perkins, K., & Bonn, D. (2018). Understanding the impact of guiding inquiry: The relationship between directive support, student attributes, and transfer of knowledge, attitudes, and behaviours in inquiry learning. Instructional Science, 46(1), 77-104. https://doi.org/10.1007/s11251-017-9437-x
- Sabherwal, R., Jeyaraj, A., & Chowa, C. (2006). Information system success: Individual and organizational determinants. Management Science, 52(12), 1849-1864. https://doi.org/10.1287/mnsc.1060.0583
- Scherer, R., & Teo, T. (2019). Unpacking teachers’ intentions to integrate technology: A meta-analysis. Educational Research Review, 27, 90-109. https://doi.org/10.1016/j.edurev.2019.03.001
- Shin, D. H. (2008). Understanding purchasing behaviors in a virtual economy: Consumer behavior involving virtual currency in Web 2.0 communities. Interacting with Computers, 20(4-5), 433-446. https://doi.org/10.1016/j.intcom.2008.04.001
- Shin, D.-H., Shin, Y.-J., Choo, H., & Beom, K. (2011). Smartphones as smart pedagogical tools: Implications for smartphones as u-learning devices. Computers in Human Behavior, 27(6), 2207-2214. https://doi.org/10.1016/j.chb.2011.06.017
- Silva, H., Pinho, R., Lopes, L., Nogueira, A. J., & Silveira, P. (2011). Illustrated plant identification keys: An interactive tool to learn botany. Computers & Education, 56(4), 969-973. https://doi.org/10.1016/j.compedu.2010.11.011
- Smet, C. D., Bourgonjon, J., Wever, B. D., Schellens, T., & Valcke, M. (2012). Researching instructional use and the technology acceptation of learning management systems by secondary school teachers. Computers & Education, 58(2), 688-696. https://doi.org/10.1016/j.compedu.2011.09.013
- Šorgo, A. (2006). Dichotomous identification keys: A ladder to higher order knowledge about the human body. Science Activities: Classroom Projects and Curriculum Ideas, 43(3), 17-20. https://doi.org/10.3200/sats.43.3.17-20
- Stagg, B. C., & Donkin, M. E. (2016). Apps for angiosperms: the usability of mobile computers and printed field guides for UK wild flower and winter tree identification. Journal of Biological Education, 51(2), 123-135. https://doi.org/10.1080/00219266.2016.1177572
- Stagg, B. C., Donkin, M. E., & Smith, A. M. (2015). Bryophytes for beginners: The usability of a printed dichotomous key versus a multi-access computer-based key for bryophyte identification. Journal of Biological Education, 49(3), 274-287. https://doi.org/10.1080/00219266.2014.934900
- Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. SAGE.
- Šumak, B., & Šorgo, A. (2016). The acceptance and use of interactive whiteboards among teachers: Differences in UTAUT determinants between pre- and post-adopters. Computers in Human Behavior, 64, 602-620. https://doi.org/10.1016/j.chb.2016.07.037
- Šumak, B., Pušnik, M., Heričko, M., & Šorgo, A. (2017). Differences between prospective, existing, and former users of interactive whiteboards on external factors affecting their adoption, usage and abandonment. Computers in Human Behavior, 72, 733-756. https://doi.org/10.1016/j.chb.2016.09.006
- Taylor, M., & Taylor, A. (2012). The technology life cycle: Conceptualization and managerial implications. International Journal of Production Economics, 140(1), 541-553. https://doi.org/10.1016/j.ijpe.2012.07.006
- Thomas, H., Ougham, H., & Sanders, D. (2021). Plant blindness and sustainability. International Journal of Sustainability in Higher Education, 23(1), 41-57. https://doi.org/10.1108/IJSHE-09-2020-0335
- Thong, J. Y., Hong, S.-J., & Tam, K. Y. (2006). The effects of post-adoption beliefs on the expectation-confirmation model for information technology continuance. International Journal of Human-Computer Studies, 64(9), 799-810. https://doi.org/10.1016/j.ijhcs.2006.05.001
- Torkar, G. (2021). Effectiveness of digital and paper-based identification keys for plants with Slovenian pre-service teachers. European Journal of Educational Research, 10(2), 619-627. https://doi.org/10.12973/eu-jer.10.2.619
- Turner‐Skoff, J. B., & Cavender, N. (2019). The benefits of trees for livable and sustainable communities. Plants, People, Planet, 1(4), 323-335. https://doi.org/10.1002/ppp3.39
- United Nations. (2015). Sustainable development goals. http://www.undp.org/content/undp/en/home/sustainabledevelopment-goals.html
- Uno, G. E. (2009). Botanical literacy: What and how should students learn about plants? American Journal of Botany, 96(10), 1753-1759. https://doi.org/10.3732/ajb.0900025
- Valenčič-Zuljan, M., & Vogrinc, J. (2010). The factors of encouraging teacher innovation from the perspective of teachers and headmaster. In M. Valenčič-Zuljan, & J. Vogrinc (Eds.), Facilitating effective student learning through teacher research and innovation (pp. 455-469). Faculty of Education, Ljubljana.
- Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204. https://doi.org/10.1287/mnsc.46.2.186.11926
- Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
- Wandersee, J. H., &. Schussler, E. E. (2001). Toward a theory of plant blindness. Plant Science Bulletin, 47(1), 2-9.
- Wang, W., Ngai, E. W. T., & Wei, H. (2012). Explaining instant messaging continuance intention: The role of personality. International Journal of Human-Computer Interaction, 28(8), 500-510. https://doi.org/10.1080/10447318.2011.622971
- Wu, B., & Zhang, C. (2014). Empirical study on continuance intentions towards e-learning 2.0 systems. Behaviour & Information Technology, 33(10), 1027-1038. https://doi.org/10.1080/0144929X.2014.934291
- Yang, H., Yu, J., Zo, H., & Choi, M. (2016). User acceptance of wearable devices: An extended perspective of perceived value. Telematics and Informatics, 33(2), 256-269. https://doi.org/10.1016/j.tele.2015.08.007
- Youseff, G. (2003). An investigation into the influences of teachers’ classroom management beliefs and practices on classroom procedures [Paper presentation]. Association for Research in Education.
- Zhao, Y. & Cziko, G.A. (2001). Teacher adoption of technology: A perceptual control theory perspective. Journal of Technology and Teacher Education, 9(1), 5-30. https://www.learntechlib.org/primary/p/8455/
- Zhou, T. (2011). Understanding mobile Internet continuance usage from the perspectives of UTAUT and flow. Information Development, 27(3), 207-218. https://doi.org/10.1177/0266666911414596
- Županec, V., Miljanović, T., & Parezanović-Ristić, S. (2014). Biology teachers’ attitudes toward computer assisted learning. Archives of Biological Sciences, 66(3), 1281-1289. https://doi.org/10.2298/ABS1403281Z
How to cite this article
APA
Anđić, B., Šorgo, A., Stešević, D., & Lavicza, Z. (2022). The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education. Eurasia Journal of Mathematics, Science and Technology Education, 18(8), em2140. https://doi.org/10.29333/ejmste/12239
Vancouver
Anđić B, Šorgo A, Stešević D, Lavicza Z. The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education. EURASIA J Math Sci Tech Ed. 2022;18(8):em2140. https://doi.org/10.29333/ejmste/12239
AMA
Anđić B, Šorgo A, Stešević D, Lavicza Z. The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education. EURASIA J Math Sci Tech Ed. 2022;18(8), em2140. https://doi.org/10.29333/ejmste/12239
Chicago
Anđić, Branko, Andrej Šorgo, Danijela Stešević, and Zsolt Lavicza. "The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 8 (2022): em2140. https://doi.org/10.29333/ejmste/12239
Harvard
Anđić, B., Šorgo, A., Stešević, D., and Lavicza, Z. (2022). The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education. Eurasia Journal of Mathematics, Science and Technology Education, 18(8), em2140. https://doi.org/10.29333/ejmste/12239
MLA
Anđić, Branko et al. "The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 8, 2022, em2140. https://doi.org/10.29333/ejmste/12239