Adoção De Tecnologia Na Educação: O Uso Do Moodle No Instituto Federal De Educação

• Ano de defesa: 2024
• Autor(a) principal: Borghi, Bruno Folli
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Administração; Centro de Ciências Jurídicas e Econômicas; UFES; Programa de Pós-Graduação em Administração
• Palavras-chave em Português: Adoção da tecnologia na educação; e-learning; modelo de sucesso de Delone e Mclean; percepção do usuário; subject.br-rjbn; Área(s) do conhecimento do documento (Tabela CNPq)
• Link de acesso: http://repositorio.ufes.br/handle/10/17357

This work seeks to analyze the success in adopting technology in education and the users' intention to continue using it. The implementation of e-learning in educational institutions underwent an acceleration process with the Covid-19 Pandemic and the adoption of emergency teaching. Success in the adoption of e-learning systems is associated with users' perception regarding user satisfaction, cognitive absorption and the benefits achieved through use, because if users believe that the system is useful for carrying out their academic activities and contributes to the development of new skills, they tend to continue using it. This research contributes to studies on hybrid success models of information systems, analyzing students' perception as mediating mechanisms between independent variables (total quality and institutional factors) and reuse intention. Based on the theoretical model proposed for this research, developed from the models of Butt et al. (2021) and Butt et al. (2022), the hypotheses were tested using partial least squares structural equation modeling (PLS-SEM) with the SmartPls 4 software. Data were collected through a self-administered online questionnaire to 700 students from an educational institution federal. The results demonstrate that the mediation mechanisms of factors perceived by students play an important role in the intention to continue using technology in education so that higher levels of benefits achieved, user satisfaction and cognitive absorption increase the understanding of users' intentions to continue using technology, compared to the direct relationship between the total quality of elearning systems perceived by users and institutional factors with the intention to continue using the technology.