TY  - JOUR
AB  - Purpose The purpose of this paper is to explore the validity of extended technology acceptance model (TAM) in explaining pre-service teachers’ Edmodo acceptance and the variation of variables related to TAM among pre-service teachers having different cognitive styles.Design/methodology/approach Structural equation modeling approach was used to analyze an extended TAM that represents the relationship between the eight constructs and cognitive style. Group Embedded Figures Test and technology acceptance measure were used as data collection tools. The study was conducted with 129 pre-service teachers.Findings The results indicate that perceived ease of use (PEU) influences behavioral intention (BI) to use Edmodo indirectly through attitude toward Edmodo use and perceived usefulness (PU). Technological complexity and facilitating conditions influence BI to use indirectly through PU and PEU, respectively. Thus, the extended TAM is a parsimonious model explaining 75, 72, and 82 percent of the endogenous variable (BI) for the whole sample, for the field dependent sample, and for the field independent sample, respectively.Originality/value This paper addresses to determine the BI of pre-service teachers regarding Edmodo, which is an innovative tool, based on cognitive styles.
VL  - 34
IS  - 1
SN  - 2056-4880
DO  - 10.1108/IJILT-06-2016-0019
UR  - https://doi.org/10.1108/IJILT-06-2016-0019
AU  - Ursavaş Ömer Faruk
AU  - Reisoglu Ilknur
PY  - 2017
Y1  - 2017/01/01
TI  - The effects of cognitive style on Edmodo users’ behaviour: A structural equation modeling-based multi-group analysis
T2  - The International Journal of Information and Learning Technology
PB  - Emerald Publishing Limited
SP  - 31
EP  - 50
Y2  - 2024/04/24
ER  -