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RESEARCH PAPER
The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education
1
Johannes Kepler University, Linz, AUSTRIA
2
University of Maribor, Maribor, SLOVENIA
3
University of Montenegro, Podgorica, MONTENEGRO
Publication date: 2022-07-19
EURASIA J. Math., Sci Tech. Ed 2022;18(8):em2140
KEYWORDS
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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| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
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