| Opis: | Informacijsko-komunikacijska tehnologija (IKT) s svojo prisotnostjo spodbuja posodobitev izobraževanja, prilagojeno generacijam Z in Alpha, ki od rojstva živijo ob prisotnosti različnih tehnologij. Novi IKT orodji pa nista vedno široko sprejeti, saj se pojavlja odpor do novih, neznanih IKT orodij kljub možnim koristim. V srednješolskem izobraževanju na sprejemanje IKT vpliva več dejavnikov, med katerimi imata posebno pomembno vlogo intrinzična in ekstrinzična motivacija. V raziskavi se preučuje, kateri motivatorji vplivajo na sprejemanje IKT med srednješolci v Republiki Hrvaški. Raziskava je bila izvedena na vzorcu 403 dijakov, starejših od 16 let. Za preučevanje sprejemanja tehnologije so bile uporabljene lestvice modela sprejemanja tehnologije (TAM) ter dodatne lestvice motivacijskih spremenljivk. Uporabljen je bil kvantitativni pristop, temeljen na strukturnem modeliranju enačb (SEM), podatki pa so bili obdelani v programskem okolju R. Zaradi nenormalne porazdelitve podatkov so bili uporabljeni neparametrični testi ter regresijske in korelacijske analize. Dijaki se glede uporabe IKT ne razlikujejo glede na spol, starost, razred in splošni uspeh v preteklem razredu. Razlike obstajajo glede na županijo bivanja, izobraževalni program in premoženjsko stanje. Intrinzični motivatorji, kot sta zadovoljstvo in volja pri uporabi novih IKT, ter ekstrinzični motivatorji, kot sta vpliv prijateljev in medijev na uporabo IKT, so pokazali najmočnejšo povezanost z namero uporabe IKT. Intrinzična in ekstrinzična motivacija imata pomembno vlogo, saj se ob samomotivaciji dijaka ter ob vplivu medijev ali prijateljev poveča namera uporabe IKT. Rezultati raziskave ponujajo smernice za razvoj uspešne komunikacijske strategije, da bi se pri implementaciji IKT zaznalo kot koristno in enostavno orodje za boljše sprejemanje.Information and Communication Technology (ICT) contributes to the modernisation of education tailored to Generations Z and Alpha, who have lived surrounded by technology since birth. However, new ICT tools are not always widely accepted; resistance often emerges toward unfamiliar ICT tools despite their potential benefits. In secondary education, numerous factors influence the acceptance of ICT, with intrinsic and extrinsic motivation being particularly significant. This study examines which motivators affect the acceptance of ICT among high school students in the Republic of Croatia. The research was conducted on a sample of 403 students aged 16 and older. To measure technology acceptance, the Technology Acceptance Model (TAM) scales were applied, along with additional scales for motivational variables. A quantitative approach based on Structural Equation Modeling (SEM) was used, and the data were processed in the R programming environment. Due to the non-normal distribution of the data, non-parametric tests were applied, as well as regression and correlation analyses. Students did not differ in their use of ICT based on gender, age, grade, or overall academic achievement in the previous year. Differences were observed in relation to county of residence, educational program, and socioeconomic status. Intrinsic motivators, such as satisfaction and willpower when using new ICT, as well as extrinsic motivators, including the influence of peers and media, showed the strongest association with the intention to use ICT. Intrinsic and extrinsic motivation play an important role: when students are self-motivated and also influenced by media or peers, their intention to use ICT increases. The research results provide guidelines for developing an effective communication strategy, so that ICT is perceived as a useful and simple tool during implementation, thereby enhancing acceptance. |
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