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dc.contributor.authorUrsavaş, Ömer Faruk
dc.date.accessioned2019-08-05T08:01:32Z
dc.date.available2019-08-05T08:01:32Z
dc.date.issued2015
dc.identifier.citationUrsavaş, Ö. F. (2015). The Influence of Hedonic and Utilitarian Motivations on Teachers Behavioral Intention to Use Tablet PCs. Education & Science/Egitim ve Bilim, 40(179).en_US
dc.identifier.urihttps://hdl.handle.net/11436/75
dc.identifier.urihttps://app.trdizin.gov.tr/makale/TVRjeE5qazFOUT09en_US
dc.descriptionSSCIen_US
dc.description.abstractThis study aims to find out the effects of hedonic and utilitarian motivations of the teachers on their behavioral intention to Tablet PC use. The participants of the study consist of 311 teachers using Tablet PC (141 women, 166 men, and 4 not specified gender). Answers of the participants are collected with a 5 point Likert scale consisting of four factors (perceived usefulness, perceived enjoyment perceived ease of use and behavioral intention) and including total of 18 items. The data obtained from the research are analyzed employing the structural equation modeling. According to the results of the study, all the variables in the model explain the 81% of the variance on the behavioral intention to use. The teachers' intentions to use Tablet PC are determined according to the hedonic motivation and their motivations are affected by ease of use of technology. Finally, it is determined that perceived enjoyment and perceived usefulness are strong estimators of behavioral intention and they mediate the perceived ease of use.en_US
dc.language.isoengen_US
dc.publisherEducation & Scienceen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectÖğretmenen_US
dc.subjectDavranışsal Niyeten_US
dc.subjectHazcı ve Faydacıen_US
dc.subjectMotivasyonen_US
dc.subjectTablet PCen_US
dc.titleThe influence of hedonic and utilitarian motivations on teachers behavioral intention to use tablet PCsen_US
dc.title.alternativeÖğretmenlerin hazcı ve faydacı motivasyonlarının Tablet PC kullanımına yönelik davranışsal niyetleri üzerindeki etkisien_US
dc.typearticleen_US
dc.contributor.departmentRTEÜ, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümüen_US
dc.contributor.institutionauthorUrsavaş, Ömer Faruk
dc.relation.publicationcategory0-Belirleneceken_US


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