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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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, Volume 18, Issue 8, August 2022, Article No: em2140
https://doi.org/10.29333/ejmste/12239
Publication date: 19 Jul 2022
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Article Downloads: 1041
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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