Factors that influence the intention of using an app in higher education
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Catarinense da Ciência Contábil (Online) |
Texto Completo: | https://revista.crcsc.org.br/index.php/CRCSC/article/view/3193 |
Resumo: | The technology incorporation in the academic area results in changes in the way students see the subjects professors teach, as well as interferes with interpersonal relations, contributing to expanding the classroom beyond its physical environment. Therefore, it creates interactive learning environments in which the professor assumes a mediating role. Another consequence of technology insertion in education is the emergence of virtual tools that collaborate with student growth. With the use of the Unified Theory of Acceptance and Use of Technology (UTAUT), this research aims to identify which factors influence the intention of using an application that provides tips for students about the subject discussed in class in the Undergraduate Program in Accounting of a Federal University in southern Brazil. This is descriptive research with a quantitative approach through primary data. Version 17.0 of the Statistical Package for the Social Sciences (SPSS) was used, which analyzed the collected data to obtain a descriptive statistical analysis. Then, the database was imported into the Smart PLS statistical program (version 2.0) to empirically validate the hypotheses through Structural Equation Modeling (SEM). In view of the results achieved, the conclusion was that the performance expectancy and social influence directly and significantly affected the intention of using the application. In addition, it is expected that this research will contribute to the academic community by supporting the inclusion of mobile technologies for the propagation of education beyond the classroom, thus enabling omnipresent education for society in general. |
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Factors that influence the intention of using an app in higher education Factors that influence the intention of using an app in higher educationeducation technologiesUTAUTapplicationeducationThe technology incorporation in the academic area results in changes in the way students see the subjects professors teach, as well as interferes with interpersonal relations, contributing to expanding the classroom beyond its physical environment. Therefore, it creates interactive learning environments in which the professor assumes a mediating role. Another consequence of technology insertion in education is the emergence of virtual tools that collaborate with student growth. With the use of the Unified Theory of Acceptance and Use of Technology (UTAUT), this research aims to identify which factors influence the intention of using an application that provides tips for students about the subject discussed in class in the Undergraduate Program in Accounting of a Federal University in southern Brazil. This is descriptive research with a quantitative approach through primary data. Version 17.0 of the Statistical Package for the Social Sciences (SPSS) was used, which analyzed the collected data to obtain a descriptive statistical analysis. Then, the database was imported into the Smart PLS statistical program (version 2.0) to empirically validate the hypotheses through Structural Equation Modeling (SEM). In view of the results achieved, the conclusion was that the performance expectancy and social influence directly and significantly affected the intention of using the application. In addition, it is expected that this research will contribute to the academic community by supporting the inclusion of mobile technologies for the propagation of education beyond the classroom, thus enabling omnipresent education for society in general.The technology incorporation in the academic area results in changes in the way students see the subjects professors teach, as well as interferes with interpersonal relations, contributing to expanding the classroom beyond its physical environment. Therefore, it creates interactive learning environments in which the professor assumes a mediating role. Another consequence of technology insertion in education is the emergence of virtual tools that collaborate with student growth. With the use of the Unified Theory of Acceptance and Use of Technology (UTAUT), this research aims to identify which factors influence the intention of using an application that provides tips for students about the subject discussed in class in the Undergraduate Program in Accounting of a Federal University in southern Brazil. This is descriptive research with a quantitative approach through primary data. Version 17.0 of the Statistical Package for the Social Sciences (SPSS) was used, which analyzed the collected data to obtain a descriptive statistical analysis. Then, the database was imported into the Smart PLS statistical program (version 2.0) to empirically validate the hypotheses through Structural Equation Modeling (SEM). In view of the results achieved, the conclusion was that the performance expectancy and social influence directly and significantly affected the intention of using the application. In addition, it is expected that this research will contribute to the academic community by supporting the inclusion of mobile technologies for the propagation of education beyond the classroom, thus enabling omnipresent education for society in general.Conselho Regional de Contabilidade de Santa Catarina2021-10-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziptext/xmlhttps://revista.crcsc.org.br/index.php/CRCSC/article/view/319310.16930/2237-766220213193Revista Catarinense da Ciência Contábil; v. 20 (2021): RCCC; e31932237-76621808-378110.16930/10.16930/2237-76622021reponame:Revista Catarinense da Ciência Contábil (Online)instname:Conselho Regional de Contabilidade de Santa Catarina (CRCSC)instacron:CRCSCenghttps://revista.crcsc.org.br/index.php/CRCSC/article/view/3193/2296https://revista.crcsc.org.br/index.php/CRCSC/article/view/3193/2297https://revista.crcsc.org.br/index.php/CRCSC/article/view/3193/229810.16930/2237-7662202131931Copyright (c) 2021 Revista Catarinense da Ciência Contábilhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRodrigues Martins, Alex SandroQuintana, Alexandre CostaGularte Quintana, Cristiane2022-02-03T18:23:19Zoai:ojs.pkp.sfu.ca:article/3193Revistahttp://www.atena.org.br/revista/ojs-2.2.3-06/index.php/crcscPRIhttp://revista.crcsc.org.br/revista/ojs-2.2.3-06/index.php/CRCSC/oai||revista@crcsc.org.br2237-76621808-3781opendoar:2022-02-03T18:23:19Revista Catarinense da Ciência Contábil (Online) - Conselho Regional de Contabilidade de Santa Catarina (CRCSC)false |
dc.title.none.fl_str_mv |
Factors that influence the intention of using an app in higher education Factors that influence the intention of using an app in higher education |
title |
Factors that influence the intention of using an app in higher education |
spellingShingle |
Factors that influence the intention of using an app in higher education Rodrigues Martins, Alex Sandro education technologies UTAUT application education |
title_short |
Factors that influence the intention of using an app in higher education |
title_full |
Factors that influence the intention of using an app in higher education |
title_fullStr |
Factors that influence the intention of using an app in higher education |
title_full_unstemmed |
Factors that influence the intention of using an app in higher education |
title_sort |
Factors that influence the intention of using an app in higher education |
author |
Rodrigues Martins, Alex Sandro |
author_facet |
Rodrigues Martins, Alex Sandro Quintana, Alexandre Costa Gularte Quintana, Cristiane |
author_role |
author |
author2 |
Quintana, Alexandre Costa Gularte Quintana, Cristiane |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Rodrigues Martins, Alex Sandro Quintana, Alexandre Costa Gularte Quintana, Cristiane |
dc.subject.por.fl_str_mv |
education technologies UTAUT application education |
topic |
education technologies UTAUT application education |
description |
The technology incorporation in the academic area results in changes in the way students see the subjects professors teach, as well as interferes with interpersonal relations, contributing to expanding the classroom beyond its physical environment. Therefore, it creates interactive learning environments in which the professor assumes a mediating role. Another consequence of technology insertion in education is the emergence of virtual tools that collaborate with student growth. With the use of the Unified Theory of Acceptance and Use of Technology (UTAUT), this research aims to identify which factors influence the intention of using an application that provides tips for students about the subject discussed in class in the Undergraduate Program in Accounting of a Federal University in southern Brazil. This is descriptive research with a quantitative approach through primary data. Version 17.0 of the Statistical Package for the Social Sciences (SPSS) was used, which analyzed the collected data to obtain a descriptive statistical analysis. Then, the database was imported into the Smart PLS statistical program (version 2.0) to empirically validate the hypotheses through Structural Equation Modeling (SEM). In view of the results achieved, the conclusion was that the performance expectancy and social influence directly and significantly affected the intention of using the application. In addition, it is expected that this research will contribute to the academic community by supporting the inclusion of mobile technologies for the propagation of education beyond the classroom, thus enabling omnipresent education for society in general. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revista.crcsc.org.br/index.php/CRCSC/article/view/3193 10.16930/2237-766220213193 |
url |
https://revista.crcsc.org.br/index.php/CRCSC/article/view/3193 |
identifier_str_mv |
10.16930/2237-766220213193 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://revista.crcsc.org.br/index.php/CRCSC/article/view/3193/2296 https://revista.crcsc.org.br/index.php/CRCSC/article/view/3193/2297 https://revista.crcsc.org.br/index.php/CRCSC/article/view/3193/2298 10.16930/2237-7662202131931 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Revista Catarinense da Ciência Contábil https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Revista Catarinense da Ciência Contábil https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/zip text/xml |
dc.publisher.none.fl_str_mv |
Conselho Regional de Contabilidade de Santa Catarina |
publisher.none.fl_str_mv |
Conselho Regional de Contabilidade de Santa Catarina |
dc.source.none.fl_str_mv |
Revista Catarinense da Ciência Contábil; v. 20 (2021): RCCC; e3193 2237-7662 1808-3781 10.16930/10.16930/2237-76622021 reponame:Revista Catarinense da Ciência Contábil (Online) instname:Conselho Regional de Contabilidade de Santa Catarina (CRCSC) instacron:CRCSC |
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Conselho Regional de Contabilidade de Santa Catarina (CRCSC) |
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Revista Catarinense da Ciência Contábil (Online) |
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Revista Catarinense da Ciência Contábil (Online) |
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Revista Catarinense da Ciência Contábil (Online) - Conselho Regional de Contabilidade de Santa Catarina (CRCSC) |
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