Abstract
Although multimedia applications can undeniably have a positive impact on the learning success of students, they are not used by all physics teachers. The study presented in this paper examines the influence of technological knowledge of physics teachers on their acceptance behaviour by adding TPACK of a physics teacher, as an additional variable to an adapted technology acceptance model (TAM). In addition, the TAM has been adapted to study the acceptance of multimedia applications of physics teachers in physics education. For this purpose, both, the design features were adapted and items were reworded to adjust them to the usage of multimedia applications in school and teaching context. While the first part of the study evaluates the changes of the TAM, the second part of the study deals with the extension of the TAM by the factor TPACK. TPACK acts as a superordinate moderator variable, which has a highly significant influence on the adapted TAM’s design features “perceived ease of use“, “perceived for pupils“ and the “personal job relevance assessment“. Interestingly, the results of the study show that TPACK has no significant influence on the perceived personal usefulness of multimedia applications in physics teaching. Nevertheless, the prediction of the acceptance behaviour of multimedia applications in physics teaching can be improved by extending the adapted TAM2/UTAUT model by TPACK.
Highlights
Hattie (2008) discovered in his meta-study that teachers’ professional knowledge in designing appropriate lessons have a major impact on their students’ performance
The predictive effect of the behavioral intention on the acceptance behavior predicted in the UTAUT model can be confirmed as expected (H6, β = 0.410, C.R. = 4.620, p < 0.001)
Study 1 was dedicated to test the adaption of the UTAUT model to multimedia applications
Summary
Hattie (2008) discovered in his meta-study that teachers’ professional knowledge in designing appropriate lessons have a major impact on their students’ performance. A wide variety of information technologies has found its way into everyday life of students and teachers To face this rapid social progress, schools have to adapt. Smartphones and tablets, which require even more skills from a teacher, have been added as further innovative experimenting devices (Kuhn and Vogt, 2013; Vogt and Kuhn, 2013; González and González, 2016; Crompton et al, 2017; Strzys et al, 2017; Thees et al, 2017; Bano et al, 2018) All these technologies require additional skills for purposeful application in the classroom, which in turn requires knowledge of the technologies to be used
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