Evaluation of the use and acceptance of mobile apps in higher education using the TAM model
DOI:
https://doi.org/10.5944/ried.28.1.40988Keywords:
educational technology, adoption of mobile apps, Technology Acceptance Model (TAM), higher education, ICTAbstract
The constant use of technology, devices, and mobile applications (apps) has triggered a substantial and important boom in the app and technology industries. For these reasons, the need arises to study and fully understand the impact and adoption of mobile apps by student teachers, who are the future teachers. To address this need, research was conducted using an app acceptance questionnaire based on the Technology Acceptance Model designed and validated for this study. The research involved a total of 205 students enroled in the Information and Communication Technologies Applied to Education course of the Primary Education Degree. Data were collected using a validated questionnaire through exploratory and confirmatory factor analysis based on the TAM model. The results revealed highly positive perceptions of the apps by the students, whose mean was 4.4 out of 5 points and a reliability of 94.5%. This supports the strong impact of mobile apps on learning content in university contexts. In conclusion, the highly positive perceptions of the students indicate that applications should be integrated into their training. This integration not only facilitates the learning of specific content, but also promotes the development of new key competencies and various skills, essential for the training of future teachers.
Downloads
References
Arts, I., Fischer, A., Duckett, D., & van der Wal, R. (2021). Information technology and the optimisation of experience – The role of mobile devices and social media in human-nature interactions. Geoforum, 122, 55-62. https://doi.org/10.1016/j.geoforum.2021.03.009
Aznar Díaz, I., Cáceres Reche, M. P., Trujillo Torres, J. M., & Romero Rodríguez, J. M. (2019). Impacto de las apps móviles en la actividad física: un meta-análisis (Impact of mobile apps on physical activity: A meta-analysis). Retos digitales, 36, 52-57. https://doi.org/10.47197/retos.v36i36.66628
Blas, D., Vázquez-Cano, E., Morales, M. B., & López, E. (2019). Uso de apps de realidad aumentada en las aulas universitarias. Campus Virtual, 8(1), 37-48. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/379
Cabero Almenara, J., & Llorente Cejudo, C. (2020). La adopción de las tecnologías por las personas mayores: aportaciones desde el modelo TAM (Technology Acceptance Model). Publicaciones, 50(1), 141-157. https://doi.org/10.30827/publicaciones.v50i1.8521
Cabero-Almenara, J., & Pérez Díez de los Ríos, J. L. (2018). Validación del modelo TAM de adopción de la Realidad Aumentada mediante ecuaciones estructurales. Estudios sobre Educación, 34, 129-153. https://doi.org/10.15581/004.34.129-153
Chang, C. Y., & Hwang, G. J. (2018). Effects of mobile learning on students’ academic achievement and cognitive load: A meta-analysis. Educational Research Review, 24, 109-129. https://doi.org/10.1016/j.edurev.2018.02.003
Chen, Z., Chen, W., Jia, J., & An, H. (2020). The effects of using mobile devices on language learning: a meta-analysis. Educational Technology Research and Development: ETR & D, 68(4), 1769-1789. https://doi.org/10.1007/s11423-020-09801-5
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008
Del-Moral-Pérez, M. E., & Rodríguez-González, C. (2021). Revisión sistemática de investigaciones sobre videojuegos bélicos (2010-2020). Revista de Humanidades, 42, 205-228. https://doi.org/10.5944/rdh.42.2021.27570
Del Sol Barreto-Cabrera, Y., Suárez Perdomo, A., & Castilla-Vallejo, J. L. (2024). Perfiles de uso problemático de los videojuegos y su influencia en el rendimiento académico y los procesos de toma de decisiones en alumnado universitario. Pixel-Bit, Revista de Medios y Educación, 69, 287-287. https://doi.org/10.12795/pixelbit.101940
Delgado-Morales, C., & Duarte-Hueros, A. (2023). Una Revisión sistemática de instrumentos que evalúan la calidad de aplicaciones móviles de salud. Pixel-Bit, Revista de Medios y Educación, 67, 35-58. https://doi.org/10.12795/pixelbit.97867
Ditrendia (2022). Informe Mobile España y el Mundo. In Ditrendia. Digital Marketing Trends. https://www.amic.media/media/files/file_352_3500.pdf
Dorado, C., & Chamosa, M. E. (2019). Gamificación como estrategia pedagógica para los estudiantes de medicina nativos digitales. Investigación en Educación Médica, 32, 61-68. https://doi.org/10.22201/facmed.20075057e.2019.32.18147
Fernández, M., Benítez, J. L., Pichardo, M. C., Fernández, E., Justicia, F., García, T., García-Berbén, A., Justicia, A., & Alba, G. (2017). Análisis factorial confirmatorio de las subescalas del PKBS-2 para la evaluación de las habilidades sociales y los problemas de conducta en educación infantil. Electronic Journal of Research in Education Psychology, 8(22). https://doi.org/10.25115/ejrep.v8i22.1415
Fernández-García, E., Sánchez-Bañuelos, F., & Salinero-Martín, J. (2008). Validación y adaptación de la escala PACES de disfrute con la práctica de la actividad física para adolescentes españolas. Psicothema, 20(4), 890-895. https://doi.org/https://reunido.uniovi.es/index.php/PST/article/view/8746
Ganjikhah, A., Rabiee, A., Moghaddam, D. K., & Vahdat, D. (2017). Comparative analysis of bank’s ATM and POS technologies by customers. Independent Journal of Management & Production, 8(3), 831. https://doi.org/10.14807/ijmp.v8i3.528
González-Cervera, A., Martín-Carrasquilla, O., González-Arechavala, Y. (2024). Validación de contenido de una escala sobre actitudes hacia la programación y el pensamiento computacional en docentes de Primaria a partir del método Delphi. Píxel-Bit, Revista de Medios y Educación, 70, 61-76 https://doi.org/10.12795/pixelbit.103692
Gutiérrez-Castillo, J. J., León-Garrido, A., Barroso-Osuna, J. (2024). The makey-makey board in university classrooms: a study of the perception of this tool using the technology acceptance model. JERI – International Journal of Educational Research and Innovation, 2.
Hernández, H., Castañeda, L. J., Bravo, A., & Hernández, A. (2019). Tecnología educativa en la educación superior. In J. E. Márquez- Díaz (Ed.), Educación, ciencia y tecnologías emergentes para la generación del siglo 21 (1.a ed., pp. 64-78). Editorial Universidad de Cundinamarca. https://doi.org/10.6084/ijact.v8i3.786
Jacobs, E., Garbrecht, O., Kneer, R., & Rohlfs, W. (2023). Game-based learning apps in engineering education: requirements, design and reception among students. European Journal of Engineering Education, 1-34. https://doi.org/10.1080/03043797.2023.2169106
León-Garrido, A., & Barroso-Osuna, J. M. (2023). Modelos y modalidades educativas basados en tecnología educativa: Una revisión bibliográfica. Edutec. Revista Electrónica de Tecnología Educativa, 86, 96-115. https://doi.org/10.21556/edutec.2023.86.2941
Liberio, X. P. (2019). El uso de las técnicas de gamificación en el aula para desarrollar las habilidades cognitivas de los niños y niñas de 4 a 5 años de Educación Inicial. Revista Conrado, 15(70), 392-397. https://bit.ly/3xIe1qs
López Carcache, A. (2022). Dispositivos móviles como estrategia educativa en la universidad pública en modalidad presencial desde la experiencia de estudiantes y profesores de grado. Revista Torreón Universitario, 11(30), 76-92. https://doi.org/10.5377/rtu.v11i30.13395
López-Padrón, A., Mengual-Andrés, S., & Hermann Acosta, E. A. (2024). Uso académico del smartphone en la formación de posgrado: Percepción del alumnado en Ecuador. Píxel-Bit, Revista de Medios y Educación, 69, 97-129. https://doi.org/10.12795/pixelbit.102492
Luna, U., Rivero, P., & Vicent, N. (2019). Augmented reality in heritage apps: Current trends in Europe. Applied Sciences (Basel, Switzerland), 9(13), 2756. https://doi.org/10.3390/app9132756
Martin, A. J., Strnadová, I., Loblinzk, J., Danker, J. C., & Cumming, T. M. (2021). The role of mobile technology in promoting social inclusion among adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 34(3), 840-851. https://doi.org/10.1111/jar.12869
Martínez-Gaitero, C., Dennerlein, S. M., Dobrowolska, B., Fessl, A., Moreno-Martínez, D., Herbstreit, S., Peffer, G., & Cabrera, E. (2024). Connecting actors with the introduction of mobile technology in health care practice placements (4D project): Protocol for a mixed methods study. JMIR Research Protocols, 13, e53284. https://doi.org/10.2196/53284
Martínez-Roig, R. (2024). Robots sociales, música y movimiento: percepciones de las personas mayores sobre el robot Pepper para su formación. Píxel-Bit, Revista de Medios y Educación, 70. https://doi.org/10.12795/pixelbit.104621
Mellado-Moreno, P. C., Patiño-Masó, J., Ramos-Pardo, F. J., & Estebanell-Minguell, M. (2022). Discursos en Facebook y Twitter sobre el uso educativo de móviles en el aula. Revista Latina de Comunicación Social, 80, 225-240. https://doi.org/10.4185/RLCS-2022-1541
Mihaylova, M., Gorin, S., Reber, T. P., & Rothen, N. (2022). A meta-analysis on mobile-assisted language learning applications: Benefits and risks. Psychologica Belgica, 62(1), 252-271. https://doi.org/10.5334/pb.1146
Mitra, S., Kroeger, C. M., Wang, T., Masedunskas, A., Cassidy, S. A., Huang, R., Fontana, L., & Liu, N. (2024). Gamified smartphone-app interventions on behaviour and metabolic profile in patients at risk of cardiovascular disease. In Studies in Health Technology and Informatics. IOS Press. https://doi.org/10.3233/SHTI231284
Morales, J. C., Ramírez, N. E., Vargas, S. H., & Peñuela, A. J. (2020). Uso de aplicativos móviles en el aula y sus factores determinantes. Formación Universitaria, 13(6), 13-22. https://doi.org/10.4067/S0718-50062020000600013
Paredes, Y., & Chipia, J. (2020). Construcción de una jornada virtual sobre Covid-19 a través de Telegram. Revista del Grupo de Investigación en Comunidad y Salud, 5(2), 18-34. http://erevistas.saber.ula.ve/index.php/gicos/article/view/16616
Pérez-Gil, J. A., Chacón-Moscoso, S., & Moreno-Rodríguez, R. (2000). Validez de constructo: el uso del análisis factorial exploratorio-confirmatorio para obtener evidencias de validez. Psicothema, 12(2), 442-446. https://doi.org/https://www.psicothema.com/pi?pii=601
Prado, F. (2020). El aprendizaje móvil y los objetivos de desarrollo sostenible en la educación superior. Revista Universidad y Sociedad, 12(4), 230-233. http://bit.ly/384rCyb
Raj, A., & Tomy, P. (2024). An experimental study on the influence of instructional mobile applications in enhancing listening comprehension of rural students in India. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1280868
Rodríguez-Sabiote, C., Valerio-Peña, A. T., & Batista-Almonte, R. (2023). Validación de una escala del Modelo Ampliado de Aceptación de la Tecnología en el contexto dominicano. Píxel-Bit, Revista de Medios y Educación, 68, 217-244. https://doi.org/10.12795/pixelbit.100352
Talan, T. (2020). The effect of mobile learning on learning performance: A meta-analysis study. Educational Sciences Theory & Practice, 20(1), 79–103. https://doi.org/10.12738/jestp.2020.1.006
Urquidi Martin, A. C., Calabor Prieto, M. S., & Tamarit Aznar, C. (2019). Entornos virtuales de aprendizaje: Modelo ampliado de aceptación de la tecnología. Revista Electrónica de Investigación Educativa, 21, 1-12. https://doi.org/10.24320/redie.2019.21.e22.1866
Ursavaş, Ö. F. (2022). Conducting technology acceptance research in education: Theory, models, implementation, and analysis. Springer International Publishing. https://doi.org/10.1007/978-3-031-10846-4
Verdugo, M. A., Crespo, M., Badía, M., & Arias, B. (2008). Metodología en la investigación sobre discapacidad. Introducción al uso de las ecuaciones estructurales. KADMOS.
Yucel, S. C., Ergin, E., Orgun, F., Gokçen, M., & Eser, I. (2020). Validity and reliability study of the Moral Distress Questionnaire in Turkish for nurses. Revista Latino-Americana de Enfermagem, 28. https://doi.org/10.1590/1518-8345.2960.3319
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Antonio León Garrido, Juan Jesús Gutiérrez-Castillo, Julio Manuel Barroso-Osuna, Julio Cabero-Almenara
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles that are published in this journal are subject to the following terms:
1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.
2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
3. Conditions for self-archiving. Authors are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.
