Experience of the Disruption of Educational Technologies Based on the UTAUT Model

• Published in: 2023 IEEE Seventh Ecuador Technical Chapters Meeting (ECTM) pp. 1 - 5
• Main Authors: Pilapaxi-Cunalata, Nancy, Llerena-Izquierdo, Joe
• Format: Conference Proceeding
• Language: English
• Published: IEEE 10.10.2023
• Subjects: Analytical models; Bibliographies; Classroom experience; Context modeling; COVID-19; Educational technology; ICT disruption; Pandemics; Physics; UTAUT Model
• DOI: 10.1109/ETCM58927.2023.10308981

The use of active methodologies such as platforms, videos, gamification allow to generate meaningful learning with the objective of supporting and improving the teaching and learning process. The adoption of digital technologies in the classroom in an online learning environment became necessary in the context of the COVID-19 pandemic as educators around the world faced difficult challenges. This research study is based on the experience of factors related to the acceptance of technologies in an educational setting experience developed in the context of the Physics subject in an educational institution, exploring how students evidence the acceptance of technological resources in a disruptive way during a pre- and post-employment experimental analysis using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. A quantitative empirical-analytical research methodology with a quasi-experimental approach was applied. A literature review is carried out in a first phase, and a disruptive experience of the use of technologies based on the UTAUT model in an educational institution. When students carry out activities with the use of technologies for development, 88.76% of students obtain grades higher or equal to 7 out of 10, while 11.23% fail to improve their performance. There are several models that allow measuring the degree of acceptance of the use of digital technologies in the educational environment, but the strongest model due to the flexibility of its environment is UTAUT because it relates and integrates essential elements of other models and theories applied in different contexts where digital technologies are used, emphasizing the educational environment. It is concluded that the increase of student-centered activities using technologies contributes positively to the knowledge consolidation process of students.