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Journal of Computers in Education

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23.03.2020

Factors influencing student and in-service teachers’ satisfaction and intention to use a user-participatory cultural heritage platform

Erschienen in: Journal of Computers in Education | Ausgabe 3/2020

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Abstract

Nowadays, ICT is widely used by teachers in the teaching of cultural heritage. Although many researchers have studied different factors which affect ICT use in education, there is little research examining the factors that influence educators’ satisfaction and intention to use a specific cultural ICT system in their teaching. This study proposes a model to identify these factors, which can explain in-service and student teachers’ intention to use and satisfaction with Culture Gate—a User-Participatory Cultural Heritage Platform in educational environments. The proposed model was based on variables of TAM, TPB and IS success models. Data were obtained from 309 in-service and student teachers, and it was tested against the research model using the PLS approach of Structural Equation Modeling. The results mainly revealed that in-service and student teachers’ intention to use and satisfaction with a User-Participatory Cultural Heritage Platform can be explained to a substantial extent by their perceptions of the quality value (i.e. educational, technical, content and information quality) of the platform. The results have significant practical and theoretical implications for educators in terms of design and usage of a participatory cultural heritage platform for educational purposes.

Vorheriger Artikel Learner participation regulation supported by long-term peer moderation and participation feedback during asynchronous discussions

Nächster Artikel Data-driven student homophily pattern analysis of online discussion in a social network learning environment

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Titel: Factors influencing student and in-service teachers’ satisfaction and intention to use a user-participatory cultural heritage platform
Publikationsdatum: 23.03.2020
Erschienen in: Journal of Computers in Education / Ausgabe 3/2020
Print ISSN: 2197-9987
Elektronische ISSN: 2197-9995
DOI: https://doi.org/10.1007/s40692-020-00159-4

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