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Student and in-service teachers’ acceptance of spatial hypermedia in their teaching: The case of HyperSea

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Abstract

The aim of this study was to use the Technology Acceptance Model (TAM) in order to investigate the factors that influence student and in-service teachers’ intention to use a spatial hypermedia application, the HyperSea, in their teaching. HyperSea is a modern hypermedia environment that takes advantage of space in order to display content nodes and social media pages that can be dragged from the Internet. In total, 257 student and in-service teachers completed a survey questionnaire, measuring their responses to four constructs in the TAM. The results of student teachers’ regression analysis showed that all components of the TAM were found to predict their intention to use HyperSea in their teaching. Perceived usefulness was the most important predictor in their attitude and intention. On the other hand, only attitude towards use had direct influence on teachers’ intention. In addition, perceived usefulness influenced teachers’ intention. Perceived ease of use in this study failed to emerge as a significant predictor of teachers’ attitude and perceived usefulness. The results showed that the TAM in general is useful model for predicting and exploring the factors that influence student and in-service teachers’ intention to use spatial hypermedia such as the HyperSea in their teaching in future. Results of the study are discussed in terms of increasing the intention of student and in service teachers to use spatial hypermedia in their teaching.

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Authors and Affiliations

  1. Faculty of Primary Education, National and Kapodistrian University of Athens, 20 Ippokratous, 10680, Athens, Greece

    George Koutromanos

  2. Department of Cultural Heritage Environment and New Technologies, University of Patras, Seferi 2, Agrinio, 30100, Greece

    Georgios Styliaras

  3. Technological Educational Institute of Messolonghi, Nea Ktiria, 30200, Messolonghi, Greece

    Sotiris Christodoulou

Authors
  1. George Koutromanos
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  2. Georgios Styliaras
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  3. Sotiris Christodoulou
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Corresponding author

Correspondence to Georgios Styliaras.

Appendix

Appendix

1.1 Scenario

In order to evaluate the use of the HyperSea environment, we have designed the following scenario that every evaluator should implement. The scenario regards getting to know the area of Kalamata, Greece.

  1. 1.

    Save on the desktop two sound files with traditional dances from the area of Kalamata.

  2. 2.

    Start HyperSea environment

  3. 3.

    Enter new user credentials

  4. 4.

    Drag and drop the two sound files from the desktop on the environment’s area. Two respective nodes are created.

  5. 5.

    Encircle the two files, which creates automatically a group

  6. 6.

    Click on the group, which shows the group’s properties

  7. 7.

    Set the title “Kalamata dances” for the group

  8. 8.

    Double click on any sound node in order to initiate sound playback

  9. 9.

    Go to YouTube on a browser and search videos for Kalamata

  10. 10.

    Download on the desktop a video concerning Kalamata

  11. 11.

    Use Google for finding images concerning Kalamata and save some of these pictures on the desktop

  12. 12.

    Repeat the same process for finding and saving a map of Kalamata

  13. 13.

    In Wikipedia, find the article concerning Kalamata and we are dragging it on the environment. A node is created in this way, which represents the Wikipedia link. Name the node “Kalamata”

  14. 14.

    Repeat the same process for finding and dragging articles about Messinia and Pylos

  15. 15.

    Encirlce Messinia and Pylos and name “Messinia” the created group

  16. 16.

    By pressing Shift, create a link from Kalamata to Messinia, which denotes that Kalamata is a part of Messinia

  17. 17.

    Repeat the same process for creating a link between Kalamata and Kalamata dances

  18. 18.

    Drag the images, the video and the map from the desktop to the environment and name the created nodes appropriately by clicking on them

  19. 19.

    Encircle the images and video in order to create a group to be named “Multimedia”

  20. 20.

    Create two links: Kalamata-Multimedia and Kalamata-Map

  21. 21.

    Observe that nodes are colored based on their content, eg image nodes are coloured differently from sound nodes

  22. 22.

    Observe that when moving nodes on the environment, links that originate or point to a node are also moved appropriately

  23. 23.

    Observe that when moving groups, nodes belonging to the group are also moved appropriately

  24. 24.

    Double click on an image or video node to check that the respective multimedia file playbacks

Repeat the above process for any other course.

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Koutromanos, G., Styliaras, G. & Christodoulou, S. Student and in-service teachers’ acceptance of spatial hypermedia in their teaching: The case of HyperSea. Educ Inf Technol 20, 559–578 (2015). https://doi.org/10.1007/s10639-013-9302-8

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