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Acceptance of ICT-mediated teaching/learning systems for elementary school teachers: Moderating effect of cognitive styles

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Abstract

Literature has paid limited attention to the preference of instructors to adopt e-teaching/learning system (ET/LS) by considering the cognitive styles. The current study proposes a research model to describe the effects of technology acceptance behavior and innovation diffusion behavior on ET/LS adoption for elementary school instructors. A salient aim of the research is to explore the moderating effect of cognitive styles (analytical and intuitive) on the relationship between variables and adoption willingness. An empirical examination that includes research model, measurement, sampling plan, and data analysis is conducted in the context of elementary school. Data is collected via designed questionnaire. Based on the analysis results of 340 valid samples, main research findings were obtained. First, compatibility is unlikely a factor for both-styled subjects to explain the adoption attitude of ET/LS due to the set technological education policy and strategy. Second, cognitive style likely moderates the effect of ease of use on the adoption attitude for the analysis-styled subjects. Third, trialability and playfulness are significant factors that both-styled subjects perceive as related to the adoption attitude. Discussion and implications are also presented.

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Authors and Affiliations

  1. Department of Information Management, National University of Kaohsiung, 700, Kaohsiung University Rd., Nanzih District, 811, Kaohsiung, Taiwan, Republic of China

    ChienHsing Wu

  2. Subject Teacher in Anping Elementary School, Executive Master of Business Administration, National University of Kaohsiung, 700, Kaohsiung University Rd., Nanzih District, 811, Kaohsiung, Taiwan, Republic of China

    Chia-Fang Liu

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  1. ChienHsing Wu
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  2. Chia-Fang Liu
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Correspondence to ChienHsing Wu.

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Table 7 The designed questionnaire
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Wu, C., Liu, CF. Acceptance of ICT-mediated teaching/learning systems for elementary school teachers: Moderating effect of cognitive styles. Educ Inf Technol 20, 381–401 (2015). https://doi.org/10.1007/s10639-013-9290-8

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