Track 02 - Educational innovation Authors: José Carlos Sánchez Prieto, Susana Olmos Migueláñez and Francisco José García-Peñalvo https://www.youtube.com/watch?v=rP98kYJZyp0&list=PLboNOuyyzZ879QIq5OTq3y3qE62GN4Api&index=5

1. Mobile Acceptance among Pre-
Service Teachers: A Descriptive
Study Using a TAM-Based Model
José Carlos Sánchez Prieto
Susana Olmos Migueláñez
Francisco J. García Peñalvo
GRIAL Research Group
Educational Research Institute
University of salamanca

3. INTRODUCTION: mlEARNING
Individualisation
Flexibility
Comunication
mLearning has become more and more relevant supported both
by:
• The growing presence of mobile devices in all aspects of our
life.
• The technologycal improvement.
Three main advantges:

4. INTRODUCTION: TEACHERS
The teachers are key agents in the process of educational
innovation.
• New Workload
• Intimidated by the
devices
• Unsure about the
capability

5. INTRODUCTION: TAM Model
The Technology Acceptance Model (Davis, 1989)
The perception of the improvement
that a given IS can produce on a given
task.
The perceived level of effort necessary
for the use of the IS

7. METHODOLOGY: R. Model
Perceived
Usefulness
Perceived Ease
of Use
Behavioural
Intention
Self-Efficacy
Mobile
Anxiety
An individual’s belief in their own
abilities to organise and execute the
actions necessary to manage certain
situations
Degree of apprehension, or even fear,
that an individual feels when he or she
faces the possibility of using the
computer

8. METHODOLOGY: Variables
Exogenous
• Perceived usefulness, perceived ease of use, self-
efficacy and mobile device anxiety.
Endogenous
• Behavioural intention.
Other explanatory variables
• Age, gender, year.

9. METHODOLOGY: P&S
• Sample: 678 students.
• Gender:
• Women: 65.2%
• Men: 34.8%
• Year:
• First: 29.8%
• Second: 27.9%
• Third: 19.5%
• Fourth: 22.9%
• Age
• Average: 21.09
• 51.3% between 19-21 years old

10. METHODOLOGY: Instrument
• Two sections:
▫ Students’ identification data (gender, age and
year).
▫ Sixteen items formulated with a Likert-type scale
of seven intervals (0-6).
▫ From TAM and TAM3.
• Cronbach’s alpha: 0,880

12. RESULTS: Averages
AVG STD
% Valid
N0 1 2 3 4 5 6
PEU_04 4,55 1,222 ,6 1,9 4,3 9,2 25,7 35,7 22,6 676
PEU_01 4,49 1,282 ,6 2,8 3,2 13,9 22,9 33,3 23,3 678
PEU_02 4,45 1,213 1,2 1,2 3,6 12,0 27,8 35,2 18,9 665
SE_01 4,43 1,212 ,6 1,8 4,4 12,4 27,0 35,2 18,6 662
SE_03 4,39 1,422 1,7 2,6 6,9 12,0 22,4 30,0 24,4 664
PU_04 4,32 1,290 1,3 3,4 4,3 11,5 25,3 40,4 13,6 668
SE_02 4,28 1,297 1,6 3,1 4,7 11,1 27,7 38,3 13,4 674
PU_01 4,20 1,328 1,2 2,8 7,2 14,0 28,5 30,7 15,6 678
BI_01 4,15 1,450 2,1 3,9 6,1 17,8 23,9 27,7 18,7 675
PU_03 4,10 1,300 1,2 3 7,2 17,1 27,4 32,8 11,2 667
PU_02 4,08 1,272 1,6 2,8 5,2 18,4 30,0 32,1 9,7 669
PEU_03 4,06 1,221 1,4 2,4 6,1 17,6 32,2 32,6 7,7 659
MA_01 4,04 1,629 1,9 5,7 13,5 13,8 18,1 24,3 22,6 667
BI_02 4,03 1,418 2,1 4,7 6,3 18,1 25,2 31,0 12,7 664
MA_03 3,97 1,654 3,4 5,7 11,6 18,2 16,7 25,7 18,7 668
MA_02 3,91 1,645 2,7 6,6 9,4 21,9 12,9 25,0 21,6 670
a. Dimensions ordered by value of average.

13. RESULTS: Year
Year
First Fourth
AVG STD N AVG STD N
BI_01 4,15 1,399 200 4,19 1,539 154
BI_02 4,05 1,431 198 3,92 1,566 154
MA_01 3,92 1,602 199 4,05 1,681 152
MA_02 3,94 1,593 200 3,66 1,780 154
MA_03 3,92 1,667 200 3,90 1,704 154
PEU_01 4,53 1,316 202 4,38 1,364 155
PEU_02 4,46 1,246 199 4,37 1,292 153
PEU_03 4,11 1,120 195 4,01 1,386 152
PEU_04 4,60 1,231 202 4,41 1,293 155
PU_01 4,01 1,369 202 4,28 1,417 155
PU_02 4,04 1,235 200 4,11 1,346 154
PU_03 4,05 1,324 201 4,13 1,289 151
PU_04 4,27 1,365 199 4,28 1,331 154
SE_01 4,36 1,274 198 4,51 1,166 149
SE_02 4,15 1,363 201 4,29 1,361 154
SE_03 4,41 1,310 198 4,42 1,440 151
a. Dimensions ordered alphabetically by construct.
Kolmogorov-Smirnov Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
BI_01 ,194 562 ,000 ,899 562 ,000
BI_02 ,198 562 ,000 ,906 562 ,000
MA_01 ,196 562 ,000 ,906 562 ,000
MA_02 ,192 562 ,000 ,912 562 ,000
MA_03 ,202 562 ,000 ,906 562 ,000
PEU_01 ,223 562 ,000 ,876 562 ,000
PEU_02 ,207 562 ,000 ,880 562 ,000
PEU_03 ,206 562 ,000 ,897 562 ,000
PEU_04 ,226 562 ,000 ,871 562 ,000
PU_01 ,203 562 ,000 ,897 562 ,000
PU_02 ,200 562 ,000 ,901 562 ,000
PU_03 ,200 562 ,000 ,905 562 ,000
PU_04 ,248 562 ,000 ,864 562 ,000
SE_01 ,220 562 ,000 ,889 562 ,000
SE_02 ,227 562 ,000 ,860 562 ,000
SE_03 ,211 562 ,000 ,884 562 ,000
a. Liliefors significance correction.

14. RESULTS: Year
Mann-
Whitney’s U
W de
Wilcoxon
Z Asymptot.
sig.
(bilateral)
BI_01 14807,000 34907,000 -,637 ,524
BI_02 14753,000 26688,000 -,535 ,593
MA_01 14284,500 34184,500 -,907 ,364
MA_02 14023,500 25958,500 -1,467 ,142
MA_03 15254,500 27189,500 -,156 ,876
PEU_01 14717,500 26807,500 -1,000 ,318
PEU_02 14768,000 26549,000 -,498 ,618
PEU_03 14713,000 26341,000 -,120 ,905
PEU_04 14315,500 26405,500 -1,437 ,151
PU_01 13915,000 34418,000 -1,849 ,064
PU_02 14614,000 34714,000 -,852 ,394
PU_03 14587,000 34888,000 -,643 ,520
PU_04 15279,500 35179,500 -,048 ,962
SE_01 13917,000 33618,000 -,933 ,351
SE_02 14255,000 34556,000 -1,326 ,185
SE_03 14489,000 34190,000 -,507 ,612

15. RESULTS: Gender
Gender of students
Female Male
AVG STD N AVG STD N
BI_01 4,10 1,486 438 4,28 1,361 234
BI_02 3,98 1,411 433 4,14 1,427 228
MA_01 3,99 1,654 431 4,14 1,581 233
MA_02 3,81 1,666 434 4,10 1,591 233
MA_03 4,01 1,577 432 3,91 1,778 233
PEU_01 4,39 1,337 440 4,69 1,148 235
PEU_02 4,40 1,247 434 4,59 1,101 228
PEU_03 4,00 1,246 428 4,19 1,155 228
PEU_04 4,52 1,241 440 4,62 1,180 233
PU_01 4,15 1,354 440 4,34 1,258 235
PU_02 3,98 1,259 432 4,28 1,252 234
PU_03 4,03 1,325 431 4,25 1,242 233
PU_04 4,26 1,307 432 4,43 1,252 234
SE_01 4,43 1,218 429 4,47 1,170 230
SE_02 4,28 1,314 438 4,31 1,262 233
SE_03 4,39 1,407 432 4,41 1,423 229
Mann-
Whitney’s U
W de
Wilcoxon
Z Asymptot.
sig.
(bilateral)
BI_01 48154,000 144295,000 -1,322 ,186
BI_02 45640,000 139601,000 -1,640 ,101
MA_01 47758,500 140854,500 -1,060 ,289
MA_02 45427,000 139822,000 -2,204 ,028
MA_03 49549,500 76810,500 -,336 ,737
PEU_01 45605,000 142625,000 -2,611 ,009
PEU_02 45713,500 140108,500 -1,672 ,094
PEU_03 44369,000 136175,000 -1,990 ,047
PEU_04 49210,500 146230,500 -,888 ,375
PU_01 47886,000 144906,000 -1,630 ,103
PU_02 43153,500 136681,500 -3,230 ,001
PU_03 45589,500 138685,500 -2,024 ,043
PU_04 46338,000 139866,000 -1,857 ,063
SE_01 48426,500 140661,500 -,405 ,686
SE_02 50896,500 147037,500 -,057 ,955
SE_03 49042,500 142570,500 -,186 ,853
Significant differences in 5
items: MA_02, PEU_01,
PEU_03, PU_02 y PU_03.

17. DISCUSSION
• Positive attitude towards the use of mobile
technologies: Slightly above the scores obtained in
other studies.
• No differences according to the year: Lack of proper
training, or having had few experiences as students
in mLearning activities.
• Some statistical differences according to the variable
gender for a significance level of 0.05.
• The results follow the lines of other studies on
technology acceptance, although there are other
studies that haven’t found these differences.
• Consider interesting to add other types of
explanatory variables when facing future studies,
such as: previous experience with the devices or the
teaching-learning styles.

18. THANK YOU FOR YOUR ATENTION

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