https://orcid.org/0000-0003-4700-0588
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ABSTRACT
The objective of this study was to examine the variables that affect the use of PowerPoint by university professors. Based on the revised unified theory of acceptance and use of technology (UTAUT-2), a theoretical model adapted to the study context was proposed. The impact of the attitude towards PowerPoint, performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivations, and habit, in the intention to use and actual use of PowerPoint was evaluated. A survey was applied to 106 university professors from two Spanish universities, and the theoretical model was subsequently tested using a path analysis. The results suggest the existence of a direct non-critical path consisting of social pressure and habit, and an indirect critical path consisting of performance expectancy via the attitude towards PowerPoint. This research highlights the importance of critical reflection in the use of technological tools such as PowerPoint in classrooms. The practical implications of these findings to improve pedagogical practices are discussed.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
David Chávez Herting
David Chávez Herting is a Ph.D. student in the Department of Basic, Developmental and Educational Psychology at the Autonomous University of Barcelona, Spain. His research interests focus on education, social research methodologies, and media psychology, particularly the impact of media and technology on society. He has authored or co-authored several papers appeared in Comunicar, Signo y Pensamiento, Actualidades Investigativas en Educación and Investigación y Desarrollo. He has also co-authored book chapters published by the National Council of Television, Chile.
Ramon Cladellas Pros
Ramon Cladellas Pros is a Doctor in Psychology. He’s a Lecturer at the Basic, Developmental and Educational Psychology Department, at the Autonomous University of Barcelona. His research interests focus on Technology in general and, specifically, the impact of media and technology, like PowerPoint, on teaching. In addition, he works in the assessment and associated processes. He has taught different courses to train teaching professionals, with special emphasis on the use of technologies. He has authored or co-authored more than 60 papers, many of them in journals with impact factor in SSCI. He has been teaching in different university grades for twenty-five years and has been the supervisor of six doctorate theses. He is the current vice-director of the Basic, Developmental and Educational Psychology Department.
Antoni Castelló Tarrida
Antoni Castelló Tarrida is a Full Professor at the Basic, Developmental and Educational Psychology Department, at the Autonomous University of Barcelona. His research interests focus on cognitive processes, particularly knowledge structures and its effects on reasoning, as well as the use of computer technologies in teaching-learning processes. He is also a software developer, mainly concerned with knowledge and learning assessment, and the mathematical indexes that better reflect them. Former research has covered the fields of exceptional intellectual configurations in adults that lead to excellence and expertise, applying it into the teaching procedures. Situated assessment and quantitative data exploitation has also been a chief research line already consolidated. As a Senior Professor, he has been teaching in different university grades for more than thirty years and has been the supervisor of more than twenty doctorate theses. He is currently the Director of the Doctorate “Psychology of communication and change” at the Autonomous University of Barcelona.