Relationship between technological acceptance and neuro-pedagogical design of an interactive ebook for teacher training: an empirical study in Mexico
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Over the past decades, a new pedagogical approach called neuroeducation has been raised; this new knowledge area gathers psychology, pedagogy, and neuroscience into a new educational approach. As on-service teachers requested more flexible devices to be trained, an electronic book was designed, making it essential to know the acceptance level of this strategy. This study examined the relationship between technological acceptance and neuro-pedagogical design factors in an interactive eBook for teacher training in a sample of 50 teachers from the northern region of Mexico. Data was collected using a questionnaire based on the Technological Acceptance Model and the Neuro-didactic proposal. Research was conducted under a quantitative approach, following Design Based Research methodology. Data was analyzed using construct validity and a descriptive analysis using SmartPLS and SPSS software. The research used a Design-based Research methodology and an explanatory design. Its findings revealed positive relations among Technological Acceptance and latent variables Perceived Usefulness (r=.895), Perceived Ease of Use (r=.883), Neuro-educational Experience (r=.656) and Neuro-educational Content (r=.432), which validates that the neuro-pedagogical design of the e-book is suitable for teachers’ training since there is a strong and positive relation among latent variables and Technological Acceptance.
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