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Exploring Various Factors on Special Teacher's Adoption Intention towards Robot-based Education

특수교사의 로봇활용교육에 대한 수용의도에 영향을 미치는 요인 탐색

  • Received : 2018.05.29
  • Accepted : 2018.07.12
  • Published : 2018.07.28

Abstract

The purpose of this study was to identify various factors that could possibly influence special teachers' adoption intention towards robot-based education and to see how well those factors predict special teachers' adoption intention. To do this, questionnaire items were selected and reconstructed based on preceding research relating to Technology Acceptance Model(TAM). The survey participants consisted of 623 special school teachers, representing various types of special students and levels of their schools. Questionnaires with unfaithful responses were excluded, and a total of 590 questionnaires were analyzed. Data analysis was carried out through Exploratory factor analysis and stepwise multi-regression analysis. According to the results of study, factors that influence special teachers' acceptance intention towards robot-based education are perceived ease of use, perceived usefulness, personal innovation, and social influence. Also, the most decisive factors affecting special teacher's acceptance intention were perceived usefulness and perceived ease of use. These factors directly influenced special teachers' acceptance intention.

Keywords

Robot-based Education;Adoption Intention;Technology Acceptance Model

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