Conceptual model for Mexican teachers' adoption of learning analytics systems: The integration of the information system success model and the technology acceptance model

被引:9
作者
Lee, Sang-Soog [1 ]
Li, Na [2 ]
Kim, Jinhee [3 ]
机构
[1] Korea Univ, Dept Publ Adm, Seoul, South Korea
[2] Xian Jiatong Liverpool Univ, Dept Educ Studies, Suzhou, Peoples R China
[3] Old Dominion Univ, Dept STEM Educ & Profess Studies, 4301 Hampton Blvd,Room 2333, Norfolk, VA 23529 USA
关键词
Conceptual model; Adoption of learning analytics systems; Teacher perception; Information system success model; Technology acceptance model; PLS-SEM; HIGHER-EDUCATION; PERCEIVED USEFULNESS; DECISION-MAKING; USER ACCEPTANCE; MCLEAN MODEL; PLS-SEM; KNOWLEDGE; QUALITY; DELONE; IMPLEMENTATION;
D O I
10.1007/s10639-023-12371-7
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The undeniable potential benefits of learning analytics (LA) in education have led to growing investment in developing and integrating LA systems into K-12 schools. Yet, the actual integration and adoption depend on levels of teachers' acceptance and usage. This study aims to propose a conceptual model to reveal the decisive factors affecting teachers' adoption of the LA system for evaluating teachers' sustainable LA usage through the integration of Information System Success and the Technology Acceptance Model. The variables used were system performance quality (SP), information quality (IQ), perceived usefulness (PU), and intention to use (IU) via the partial least square structural equation modeling (PLS-SEM). Furthermore, the moderation effect of teachers' AI literacy level (LIT) between dependent variables (SP and IQ) and PU was analyzed. The results indicated SP (sub-constructed by accessibility and human awareness) and IQ (comprised of reliability and relevancy) have statistically positive influences on PU and IU, where LIT played a moderating role between IQ and PU. This study contributes to our understanding of teachers' perceptions regarding LA system integration through a theoretically grounded analysis of empirical data from the K-12 school education context and highlights important areas of development for better LA integration into teachers' practice.
引用
收藏
页码:13387 / 13412
页数:26
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