Mohammad Ahmadi Deh Qutbaddini; Mohammad Sharafi; Akbar Jadidi Mohammad Abadi
Abstract
This study aimed to investigate the role of the characteristics of web-based learning technologies (WLT) in predicting the constructs of Davis' technology acceptance model among teachers. For this purpose, a correlation method was used and data were collected from 150 teachers in Anar city by simple ...
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This study aimed to investigate the role of the characteristics of web-based learning technologies (WLT) in predicting the constructs of Davis' technology acceptance model among teachers. For this purpose, a correlation method was used and data were collected from 150 teachers in Anar city by simple random sampling method using a questionnaire adapted from previous studies and analyzed by path analysis method. The results showed that the direct effect of characteristics of WLT such as ease of finding, and ease of understanding on perceived ease and usefulness of technology use is positive and significant. The result also showed a direct effect of behavioral intention on actual usage, the effects of perceived usefulness and attitude toward use on behavioral intention, the effect of perceived usefulness on attitude toward use, and the effect of perceived ease use on perceived usefulness use is positive and significant but the effect of perceived ease on attitude wasn’t significant. The mediating results showed the serial path of ease of finding, usefulness, attitude, behavioral intention, and actual usage, and the serial path of ease of finding, usefulness, attitude, and behavioral intention use are the most important paths to predict teachers' actual usage and behavioral intention to use of technology. These results showed that teachers' beliefs and attitudes, especially the belief of perceived usefulness and attitudes toward the use of technology play an important role in conveying the effect of ease of understanding and ease of finding technology on the actual usage and behavioral intentions use of technology.
