| The arrival of COVID-19 has hindered the implementation of traditional offline teaching.In order to ensure the continuity of teaching,the Ministry of Education has issued an initiative to “suspended class,ongoing learning”.Since then,schools across the country have begun to implement online teaching.Among them,mobile teaching model based on mobile devices have quickly been promoted due to their portability and convenience.Now it is in the post-epidemic period,free from the limitation that only online teaching can be conducted during the epidemic period,the implementation of mobile teaching and the factors that affect university teachers’ intention to use mobile teaching software to assist teaching are issues that need to be explored.Through the analysis of domestic and foreign literature,it is found that the current research on the adoption of mobile learning software is mainly focused on students,and there are few researches on teachers using mobile teaching software to carry out mobile teaching.The adoption research carried out from the perspective of teachers mainly focuses on the adoption of information technology and the adoption of new teaching models.Moreover,domestic scholars who have put forward the theoretical framework of the influencing factor model of teachers’ adoption of new technologies from multiple perspectives have not conducted empirical research on the integration model.In view of this,this thesis classifies and integrates the influencing factors,constructs a model of the influencing factors of university teachers’ mobile teaching software intentions from four aspects: technology,external environment,teachers themselves,and students,and conducts empirical research.Firstly,this thesis classifies mobile teaching software based on functions and application scenarios,and makes it clear that this article focuses on auxiliary mobile teaching software such as Xuetong and Rain Classroom.Then,a combination of qualitative and quantitative methods is adopted.In-depth interviews were conducted with university teachers,and then based on the interview results and literature review results,the factors that influence the intention of university teachers to use mobile teaching software were analyzed and the influencing factors were classified.Combining some factors of the innovation diffusion theory and the decomposed theory of planned behavior,a model of the influencing factors of university teachers’ mobile teaching software intentions was constructed from four aspects: technical factors,external environmental factors,teachers’ own factors and student factors.Secondly,a questionnaire was designed to investigate the use of mobile teaching software by university teachers,the use of university teachers in the post-epidemic period,and the influencing factors that affect university teachers’ intention to use mobile teaching software.This study uses SPSS23.0 and Smart PLS3.0 software for data analysis,and uses the partial least squares-structural equation modeling method for empirical research.The experimental results show that:(1)Compatibility and platform support of the two factors in technology significantly affect the intention of university teachers to use mobile teaching software;The three factors of teachers’ own factors,including motivation to use,perceived interference,and self-efficacy,significantly affect the intention of university teachers to use mobile teaching software;The student aspect student acceptance significantly affects university teachers’ intention to use mobile teaching software.(2)The motivation of use factor from the teacher’s own has the most significant impact on the use intention in the whole model.(3)No direct influence of institute support on the use intention of university teachers’ mobile teaching software has been found,but the institute support and platform support can indirectly affect the intention to use the mobile teaching software through the motivation to use.Finally,based on the results of empirical research,several suggestions are made for the application of mobile teaching software and the promotion of mobile teaching,including increasing the strength of collaborative support between schools and platforms to increase teachers’ motivation to use,paying attention to students’ acceptance of using mobile teaching software for teaching,launching a "class mode" to reduce the interference of mobile devices and the five aspects of student-teacherplatform-school-national "five in one" collaborative promotion of mobile teaching recommendations. |
