View in EDS

Conceptual Model for Mexican Teachers' Adoption of Learning Analytics Systems: The Integration of the Information System Success Model and the Technology Acceptance Model

Saved in:
Bibliographic Details
Title: Conceptual Model for Mexican Teachers' Adoption of Learning Analytics Systems: The Integration of the Information System Success Model and the Technology Acceptance Model
Language: English
Authors: Sang-Soog Lee, Na Li, Jinhee Kim (ORCID 0000-0002-3365-7354)
Source: Education and Information Technologies. 2024 29(11):13387-13412.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Learning Analytics, Information Systems, Adoption (Ideas), Teacher Attitudes, Usability, Teacher Characteristics, Elementary Secondary Education, Educational Practices
DOI: 10.1007/s10639-023-12371-7
ISSN: 1360-2357
1573-7608
Abstract: The undeniable potential benefits of learning analytics (LA) in education have led to growing investment in developing and integrating LA systems into K-12 schools. Yet, the actual integration and adoption depend on levels of teachers' acceptance and usage. This study aims to propose a conceptual model to reveal the decisive factors affecting teachers' adoption of the LA system for evaluating teachers' sustainable LA usage through the integration of Information System Success and the Technology Acceptance Model. The variables used were system performance quality (SP), information quality (IQ), perceived usefulness (PU), and intention to use (IU) via the partial least square structural equation modeling (PLS-SEM). Furthermore, the moderation effect of teachers' AI literacy level (LIT) between dependent variables (SP and IQ) and PU was analyzed. The results indicated SP (sub-constructed by accessibility and human awareness) and IQ (comprised of reliability and relevancy) have statistically positive influences on PU and IU, where LIT played a moderating role between IQ and PU. This study contributes to our understanding of teachers' perceptions regarding LA system integration through a theoretically grounded analysis of empirical data from the K-12 school education context and highlights important areas of development for better LA integration into teachers' practice.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437630
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1437630
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Conceptual Model for Mexican Teachers' Adoption of Learning Analytics Systems: The Integration of the Information System Success Model and the Technology Acceptance Model
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sang-Soog+Lee%22">Sang-Soog Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Na+Li%22">Na Li</searchLink><br /><searchLink fieldCode="AR" term="%22Jinhee+Kim%22">Jinhee Kim</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3365-7354">0000-0002-3365-7354</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2024 29(11):13387-13412.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 26
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Systems%22">Information Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Adoption+%28Ideas%29%22">Adoption (Ideas)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10639-023-12371-7
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1360-2357<br />1573-7608
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The undeniable potential benefits of learning analytics (LA) in education have led to growing investment in developing and integrating LA systems into K-12 schools. Yet, the actual integration and adoption depend on levels of teachers' acceptance and usage. This study aims to propose a conceptual model to reveal the decisive factors affecting teachers' adoption of the LA system for evaluating teachers' sustainable LA usage through the integration of Information System Success and the Technology Acceptance Model. The variables used were system performance quality (SP), information quality (IQ), perceived usefulness (PU), and intention to use (IU) via the partial least square structural equation modeling (PLS-SEM). Furthermore, the moderation effect of teachers' AI literacy level (LIT) between dependent variables (SP and IQ) and PU was analyzed. The results indicated SP (sub-constructed by accessibility and human awareness) and IQ (comprised of reliability and relevancy) have statistically positive influences on PU and IU, where LIT played a moderating role between IQ and PU. This study contributes to our understanding of teachers' perceptions regarding LA system integration through a theoretically grounded analysis of empirical data from the K-12 school education context and highlights important areas of development for better LA integration into teachers' practice.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1437630
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1437630
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10639-023-12371-7
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 13387
    Subjects:
      – SubjectFull: Learning Analytics
        Type: general
      – SubjectFull: Information Systems
        Type: general
      – SubjectFull: Adoption (Ideas)
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Usability
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Educational Practices
        Type: general
    Titles:
      – TitleFull: Conceptual Model for Mexican Teachers' Adoption of Learning Analytics Systems: The Integration of the Information System Success Model and the Technology Acceptance Model
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sang-Soog Lee
      – PersonEntity:
          Name:
            NameFull: Na Li
      – PersonEntity:
          Name:
            NameFull: Jinhee Kim
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1360-2357
            – Type: issn-electronic
              Value: 1573-7608
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 11
          Titles:
            – TitleFull: Education and Information Technologies
              Type: main
ResultId 1