用于创意目的的互联网使用及其与感知有用性,计算机焦虑和情绪智能的相关性:感知易用性的中间效应
Kurtuluş Demirkol1, Sena Esin İmamoğlu1, Şaziye Serda Kayman1
1Faculty of Business Administration, Gebze Technical University, 41400 Gebze, Türkiye.
Behavioral sciences (Basel, Switzerland)
|February 26, 2025
概括
教师们的电脑焦虑会对创造力产生负面影响,而情绪智力和对互联网使用的容易感觉会增强创造力. 感知到的易用性部分或完全调解这些关系,为数字教育策略提供信息.
科学领域:
- 教育技术的教育技术
- 技术心理学技术的心理学.
背景情况:
- 互联网使用是日常生活的组成部分,但影响教师创意互联网使用的因素仍未得到充分研究.
- 了解心理因素和技术采用之间的相互作用对于有效的数字教育至关重要.
研究的目的:
- 实证地调查影响教师创意互联网使用的因素.
- 检查情绪智能,计算机焦虑,感知易用性和创造力之间的关系.
- 探索在这些关系中感知到的易用性中介作用.
主要方法:
- 调查数据来自土耳其马拉马拉地区的264名教师.
- 结构方程建模 (SEM) 用于测试假设关系.
- 分析的重点是创意互联网使用和技术接受的先例.
主要成果:
- 计算机焦虑与教师的创造力有负相关性.
- 情绪智能,感知到的有用性,以及感知到的易于使用互联网,都对创造力产生了积极的影响.
- 感知到的易用性部分介绍了情绪智能和创造力之间的联系,以及感知到的有用性和创造力之间的联系.
- 感知到的易用性完全介绍了计算机焦虑和创造力之间的关系.
结论:
- 感知到的易用性是教师创意互联网参与的重要媒介.
- 调查结果提高了对教育环境中的技术接受和创造力的理解.
- 结果为制定数字教育政策和专业发展计划提供了见解.
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