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교육혁신(스마트기기 활용 수업)의 수용의도에 있어서 개인 혁신성의 조절효과: Rogers의 혁신특성을 중심으로
손영민,김옥순 한국교원대학교 교육연구원 2018 敎員敎育 Vol.34 No.1
Based on Rogers’ diffusion of innovations theory, this study focused on the moderating effect of personal innovativeness to the relationship between five attributes of innovations (relative advantage, compatibility, complexity, trialability, and observability) and acceptance intention of smart device using for classes. A convenience sampling method was used for data collection and total of 257 valid questionnaires were analyzed by the hierarchical regression analysis. for the moderated regression analysis in the first step of the regression, the independent variables enter into the equation. In the second step, adds the moderator (personal innovativeness) into the regression equation. In the third step, the interaction of the independent variables and moderator enter into the equation. Results show that the relative advantage, compatibility have positive statistically significant impact on acceptance intention, complexity has negative effect. Personal innovativeness has moderating effects in relative advantage and complexity. 본 연구는 Rogers의 혁신확산이론에 근거하여, 혁신의 특성인 상대적 이익, 적합성, 시험가능성, 관찰가능성, 복잡성 등이 스마트기기 활용 수업의 수용의도에 미치는 영향과, 이와 관련하여 개인 혁신성은 어떤 조절효과를 보이는지 살펴보았다. 편의표집에 의해 서울․경기권 및 강원도 지역의 5개 대학을 선정하고 2017년도 2학기에 이 대학들의 교수학습지원(개발)센터에서 주관한 스마트 기기 활용 교수법 특강에 참여한 교수. 강사를 대상으로 설문지를 배부하였다. Rogers의 5개 특성과 수용의도, 개인 혁신성 측정을 위한 척도를 구성하고 확인적 요인분석과 Cronbach’s Alpha 계수로 측정도구의 타당도와 신뢰도를 검증하였다. 배경변인을 통제하고 5개 변인이 혁신의 수용의 도에 미치는 영향관계를 보기위해 위계적 회귀분석을 하였으며 조절효과를 검증하기 위해 개인 혁신성을 조절변인으로 하는 위계적 조절 회귀분석을 실시하였다. 연구 결과 상대적 이익과 적합성, 복잡성은 수용의도에 유의한 영향을 미치는 것으로 나타났으나 관찰가능성과 시험가능성은 통계적으로 유의한 영향을 미치지 않는 것으로 나타났다. 1단계 가설에서 기각된 관찰가능성과 시험가능성을 제외하고 개인 혁신성의 조절효과를 분석한 결과 상대적 이익과 복잡성에서만 개인 혁신성이 조절효과를 보이는 것으로 나타났다.
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중등교사의 스마트기기 수업활용요인과 성별, 연령, 경험의 조절효과 분석
정현민 ( Hyun Min Chung ),이정민 ( Jeong Min Lee ),조보람 ( Bo Ram Cho ) 한국교육정보미디어학회 2015 교육정보미디어연구 Vol.21 No.2
The purpose of this study is to examine the structural relationship among performance expectancy, effort expectancy, social influence, facilitating condition, smart device usage intention, and actual behavior in secondary classrooms with teachers. In addition, this study investigated moderator effects of gender, age, and experience. In order to examine this purpose, 304 secondary teachers participated in this study, and structural equation modeling was employed to validate the proposed model and analyze the causal relationships among variables. As a result, the proposed model acceptable with a good fit, and there were significant direct and indirect effect between factors. The specific results were as follows: first, performance expectancy, effort expectancy, and social influence significantly affected smart device usage intention; second, facilitating condition and smart device usage intention significantly affected actual behavior; third, the indirect effect of smart device usage intention was significant between performance expectancy, effort expectancy, social influence and actual behavior; fourth, the moderating effect of gender was not signifiant on all paths, however, the moderating effect of age between facilitating condition and actual behavior was significant. These results would provide practical guidelines to facilitate smart device usage intention and actual behavior for secondary school teachers.
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유아 대상 AI활용 학습콘텐츠의 수용요인에 관한 부모 인식 연구
손보혜 ( Bohae Son ),소효정 ( Hyo-jeong So ) 한국교육정보미디어학회 2022 교육정보미디어연구 Vol.28 No.3
This study considers that AI-based learning contents for children are in the early stage of diffusion, and that parents play various roles as buyers, mediators, and co-users. The purpose of this study was to identify the acceptance process and major factors of AI-based learning contents for children perceived by parents. To this end, a structural model based on the Extending the Unified Theory of Acceptance and Use of Technology (UTAUT2) was developed by dividing the perspective of parents as a co-user who mediates learning processes and the perspective of the child who uses the content. Data were collected and analyzed through an online questionnaire from 407 parents with children aged 3-5 years. Research results were as follows: First, performance expectancy, social influence, price value variables from the parental use perspective had significant effects on usage intention. Second, usage intention from the parental use perspective had significant effects on purchase intention. Third, performance expectancy and perceived risk from the child’s use perspective had significant effects on usage intention. Fourth, usage intention from the child’s use perspective had significant effects on purchase intention. The contribution of this study is that it comprehensively explored the perspectives of parents as co-users and children as real learners, based on the UTAUT2 model that shows high explanatory power regarding technology acceptance in the consumer context. Based on the results, this study can be helpful in instructional design Strategies for AI-based learning contents for children.
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