A study on facilitating factors for the utilization of r-learning among kindergarten teachers

The purpose of this study was to examine the structural relationship of influential variables for the utilization of r-learning in class by kindergarten teachers and the paths of the variables in an attempt to accelerate the utilization of r-learning among kindergarten teachers and provide some info...

Full description

Saved in:
Bibliographic Details
Published in2014 11th International Conference on Ubiquitous Robots and Ambient Intelligence (URAI) pp. 510 - 514
Main Authors Yeon Seung Lee, Soo Jin Lim, Minjung Lee, Jin Ryoung Choi
Format Conference Proceeding
LanguageEnglish
Published IEEE 01.11.2014
Subjects
Analytical models
Educational institutions
Facilitating Factors for Technology Utilization
Kindergarten Teacher
Planning
R-learning
Reliability
Robots
structural equation model
Weight measurement
Online AccessGet full text

Cover

More Information
Summary:The purpose of this study was to examine the structural relationship of influential variables for the utilization of r-learning in class by kindergarten teachers and the paths of the variables in an attempt to accelerate the utilization of r-learning among kindergarten teachers and provide some information on the vitalization of r-learning in early childhood education. The subjects in this study were 107 kindergarten teachers, on whom a survey was conducted. The collected data were analyzed by a statistical package AMOS 21.0. The findings of the study were as follows: First, image and fun affected perceived usefulness, and the self-efficacy of the teachers exerted an influence on perceived ease of use. Second, perceived usefulness had a significant impact on attitude toward r-learning utilization. Third, attitude toward r-learning utilization exercised an influence on both activities and evaluation that belonged to utilization in class.
DOI:10.1109/URAI.2014.7057473