پیش‌بینی پذیرش فناوری واقعیت افزوده در آموزش معلمان مدارس متوسطه براساس مدل ادراک استفاده‌پذیری، سواد دیجیتال و سبک یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد، گروه مدیریت دولتی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.

2 استادیار، گروه تکنولوژی آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.

10.30473/mrs.2025.75165.1644

چکیده

با پیشرفت فناوری‌های نوین آموزشی، واقعیت افزوده به‌عنوان یکی از ابزارهای مؤثر در بهبود فرآیند آموزش مورد توجه قرار گرفته است. معلمان مدارس متوسطه به‌عنوان یکی از مهم‌ترین عوامل موفقیت آموزش، نقش کلیدی در پذیرش و استفاده از این فناوری دارند. هدف این پژوهش پیش‌بینی پذیرش فناوری واقعیت افزوده در آموزش معلمان مدارس متوسطه بر اساس مدل ادراک استفاده‌پذیری، سواد دیجیتال و سبک یادگیری است. پژوهش حاضر از نوع توصیفی-همبستگی است. جامعه آماری شامل ۱۰۹۸ معلم مدارس متوسطه شهر ساری می‌باشد. نمونه‌ای شامل ۲۵۰ نفر به روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. داده‌ها با استفاده از پرسشنامه‌های استاندارد جمع‌آوری شد که روایی آن‌ها توسط نظر کارشناسان و پایایی با آزمون آلفای کرونباخ تأیید گردید. تحلیل داده‌ها با نرم‌افزار SPSS و با استفاده از رگرسیون چندگانه و تحلیل مسیر انجام شد. نتایج نشان داد که ادراک استفاده‌پذیری، سواد دیجیتال و سبک یادگیری به‌طور معناداری بر پذیرش فناوری واقعیت افزوده توسط معلمان تأثیرگذار هستند. همچنین سواد دیجیتال به‌عنوان عامل تسهیل‌کننده در رابطه بین ادراک استفاده‌پذیری و پذیرش فناوری عمل می‌کند. سبک یادگیری نیز تفاوت‌هایی در میزان پذیرش فناوری ایجاد می‌کند. یافته‌های این پژوهش می‌تواند به توسعه برنامه‌های آموزشی و ارتقای پذیرش فناوری واقعیت افزوده در آموزش معلمان کمک کند و در نهایت به بهبود کیفیت آموزش در مدارس متوسطه منجر شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Predicting the Adoption of Augmented Reality Technology in Secondary School Teacher Education Based on the Perceived Usability Model, Digital Literacy, and Learning Style

نویسندگان [English]

  • Simin Khani 1
  • مجتبی رضایی راد 2
1 Mcs, Department of Public Administration, Sar.C. Islamic Azad University, Sari, Iran.
2 Assistant Professor, Department of Educational Technology, Sar.C. Islamic Azad University, Sari, Iran.
چکیده [English]

With the advancement of modern educational technologies, augmented reality (AR) has emerged as an effective tool for enhancing the teaching and learning process. Secondary school teachers, as key agents in the success of education, play a critical role in the acceptance and integration of such technologies. The aim of this study is to predict the adoption of augmented reality technology in secondary school teacher education based on the perceived usability model, digital literacy, and learning style.This research is a descriptive-correlational study. The statistical population included 1,098 secondary school teachers in Sari city. A sample of 250 teachers was selected using stratified random sampling. Data were collected using standardized questionnaires whose validity was confirmed by experts and reliability was verified through Cronbach’s alpha. Data analysis was performed using SPSS software through multiple regression and path analysis. The results showed that perceived usability, digital literacy, and learning style significantly influenced teachers' adoption of augmented reality technology. Additionally, digital literacy acted as a facilitating factor in the relationship between perceived usability and technology adoption. Learning styles also contributed to differences in the level of technology acceptance. The findings of this study can contribute to the development of educational programs and the enhancement of AR technology acceptance in teacher education, ultimately leading to improved instructional quality in secondary schools.

کلیدواژه‌ها [English]

  • Augmented Reality
  • Technology Adoption
  • Perceived Usability
  • Digital Literacy
  • Learning Style
  • Teacher Education
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