摘要
整合技术接受模型(Unified Theory of Acceptance and Use of Technology,UTAUT)是探究教师技术采纳影响因素的主流理论模型之一,但其应用于解释教师技术采纳差异的相关研究结论存在较大分歧,直接影响了UTAUT的解释力。对此,文章设计了拓展版UTAUT,并使用一阶段元分析结构方程模型定量综合分析了56篇文献和61个独立相关矩阵,结果发现:原始UTAUT中核心变量与结果变量之间的影响关系均成立;便利条件正向影响行为意愿,但行为意愿并非是便利条件和使用行为之间的中介变量;增加“便利条件→行为意愿”后,UTAUT能够解释42.6%的行为意愿差异和45.6%的使用行为差异;地区对“社会影响→行为意愿”有显著调节效用,学段对“绩效期望→行为意愿”有显著调节效用。在此基础上,文章提出改进后的UTAUT,并围绕核心变量关系、差异解释能力、调节变量拓展三方面形成了对UTAUT的再认识。文章的研究可为后续教师技术采纳研究提供借鉴,助力教育数字化转型理论体系的构建与实践探索。
The unified theory of acceptance and use of technology(UTAUT)is a one of the mainstream theoretical models for exploring the factors influencing teachers’technology adoption.However,there are significant arguments on relevant research conclusion of utilizing the UTAUT to explain the differences in teachers’technology adoption,which directly influenced the explanatory power of UTAUT.Therefore,this paper designed an extended version of UTAUT,and quantitatively comprehensively analyzed 56 documents and 61 independent correlation matrices using a one-stage meta-analysis structural equation modeling.It was found that the influence relationship between core variables and outcome variables in the original UTAUT was substantiated.Facilitating condition positively affected behavior intention,whereas behavior intention was not the mediating variable between facilitating condition and using behavior.After the inclusion of“facilitating condition→behavioral intention”,the explanatory power of UTAUT to variance of behavioral intentions was increased to 42.6%,and to variance of actual usage was raised to 45.6%.Region had a significant moderating effect on“social influence→behavioral intention”,and study stages had a significant moderating effect on“performance expectancy→behavioral intention”.Based on this,an improved UTAUT was proposed in this paper,and the re-understanding of UTAUT around the relationship of core variables,the power to explain differences,and the expanded moderation variables was formed.The research in this paper could provide reference for the subsequent research on teachers’technology adoption,and contribute to the construction and practical exploration of theoretical system of digital transformation of education.
作者
赵笃庆
余亮
车紫妍
吴龙凯
ZHAO Du-Qing;YU Liang;CHE Zi-Yan;WU Long-Kai(National Engineering Research Center for E-Learning,Central China Normal University,Wuhan,Hubei,China 430079;Faculty of Education,Southwest University,Chongqing,China 400715;National Intelligent Society Governance Experiment Base(Education),Central China Normal University,Wuhan,Hubei,China 430079)
出处
《现代教育技术》
CSSCI
2024年第9期48-58,共11页
Modern Educational Technology
基金
国家社会科学基金“十四五”规划2022年度教育学重点课题“智能技术赋能教育评价改革研究”(项目编号:ACA220026)资助。
作者简介
赵笃庆,在读博士,研究方向为元分析、教育数字化,邮箱为zhaoduqing@mails.ccnu.edu.cn;通讯作者:吴龙凯。
