Analysis on Acceptance and Use of Technology for Elementary School Teachers in Telepresence Robot-assisted Learning
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Telepresence robot-assisted learning can provide opportunities and rights of education for students who are in vulnerable physical, intellectual, cultural or environmental conditions. It is to be applied in international virtual education for global citizenship education, it can be great help to the global community education. This paper identified whether there are significant differences by gender or years of experience from elementary school students on the telepresence robot-assisted learning that can be applied in the future education field, and the basic factors that affect the acceptance intentions for the telepresence robots. Factors related to intention to use for a telepresence robot were investigated, and a questionnaire about post-intention for use was made after it was operated. The results showed that elementary school teachers did not have a significant difference in each factor by gender. The acceptance intention and the post-intention to use of the telepresence robot were not significantly different, so even the experienced teachers showed no difficulty in using it from the short experienced. It was shown that PU, ATT, PENJ, SI and Ttrust were all extremely significant factors to affect acceptance intentions. It will be possible to establish educational information policies based on the acceptance intentions of elementary school teachers on the telepresence robot-assisted learning.
Abstract
Telepresence robot-assisted learning can provide opportunities and rights of education for students who are in vulnerable physical, intellectual, cultural or environmental conditions. It is to be applied in international virtual education for global citizenship education, it can be great help to the global community education. This paper identified whether there are significant differences by gender or years of experience from elementary school students on the telepresence robot-assisted learning that can be applied in the future education field, and the basic factors that affect the acceptance intentions for the telepresence robots. Factors related to intention to use for a telepresence robot were investigated, and a questionnaire about post-intention for use was made after it was operated. The results showed that elementary school teachers did not have a significant difference in each factor by gender. The acceptance intention and the post-intention to use of the telepresence robot were not significantly different, so even the experienced teachers showed no difficulty in using it from the short experienced. It was shown that PU, ATT, PENJ, SI and Ttrust were all extremely significant factors to affect acceptance intentions. It will be possible to establish educational information policies based on the acceptance intentions of elementary school teachers on the telepresence robot-assisted learning.
참고문헌 (15)
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