Entendendo a Motivação para o Uso de um Ambiente Virtual de Aprendizagem: Um Survey com base no Modelo TAM3 e na Teoria da Autodeterminação
Resumo
A motivação pode influenciar diretamente na decisão do usuário em utilizar ou não um sistema de informação. Existem diversos modelos para avaliar o uso e a aceitação de tecnologias, mas aspectos motivacionais não são totalmente explorados na maioria. O objetivo deste trabalho foi identificar os fatores e o tipo de motivação que influenciam o uso e a aceitação de um ambiente virtual de aprendizagem. Foi utilizado o Modelo TAM3 (Technology Acceptance Model 3) e a Teoria da Autodeterminação em um survey em uma universidade privada. Os resultados confirmam que os alunos se encontram mais motivados extrinsecamente do que intrinsecamente e que, ao longo do curso, vão se sentindo mais desmotivados.
Palavras-chave:
motivação, aceitação de tecnologia, TAM3, Teoria da Autodeterminação, ambiente virtual de aprendizagem
Referências
Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238–256.
Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
Akhlaq, A., & Ahmed, E. (2013). The effect of motivation on trust in the acceptance of internet banking in a low income country. International Journal of Bank Marketing, 31(2), 115–125.
Al-sayyed, F. S. (2015). A Framework for e-Learning Acceptance: A Case Study of the Palestinian Universities. Faculty of Graduate Studies.
Balog, A. (2015). Acceptance of e-Learning Systems: a Serial Multiple Mediation Analysis. Studies in Informatics and Control, 24(1), 101–110.
Cheng, X., Zhu, R., & Fu, S. (2016). Modeling the Motivation of Users’ Sharing Option: A Case Study Based on A Car-Sharing Digital Platform. Fifteenth Wuhan International Conference on E-Business, 45–52.
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
Delone, W., & McLean, E. (2003). The DeLone and McLean Model of Information Systems Success: A Ten-Year Update. Journal of Management Information Systems, 19(4), 9–30.
Deterding, S., & Dixon, D. (2011). From Game Design Elements to Gamefulness: Defining “Gamification.” In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments. ACM (pp. 9–15).
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Lin, S., Persada, S. F., & Nadlifatin, R. (2014). A Study of Student Behavior in Accepting the Blackboard Learning System: a Technology Acceptance Model (TAM) Approach. In IEEE 18th International Conference on Computer Supported Cooperative Work in Design (pp. 457–462).
Lopes, R. A., Toda, A. M., & Brancher, J. D. (2015). Um estudo preliminar sobre elementos extrínsecos e intrínsecos do processo de Gamification. Revista Brasileira de Informática Na Educação (RBIE), 23(3), 164–173.
Mbarek, R., & Zaddem, F. (2013). The examination of factors affecting e-learning effectiveness. International Journal of Innovation and Applied Studies, 2(4), 423–435.
Oliveira, N. J. S. de, & Siqueira, S. W. M. (2018). OntoMotivation: Combinando Teorias de Motivação. In XLIV Latin American Computing Conference (CLEI) - Latin American Symposium on Computing and Society (SLIS), 2018, São Paulo.
Oliveira, T., & Martins, M. F. (2011). Literature Review of Information Technology Adoption Models at Firm Level. The Electronic Journal Information Systems Evaluation, 14(1), 110–121.
Prieto, J. C. S., Migueláñez, S. O., & García-Penãlvo, F. J. (2014). Mobile learning adoption from informal into formal. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM (pp. 595–602).
Ramirez-Anormaliza, R., Sabaté, F., & Guevara-Viejo, F. (2015). Evaluating Student Acceptance Level of E-learning Systems. In International Conference of Education, Research and Innovation. ICERI2015: Proceedings 8th International Conference of Education, Research and Innovation November 16th-18th (pp. 2393–2399).
Roca, J. C., & Gagné, M. (2008). Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, 24(4), 1585–1604.
Rogers, E. M. (1995). Diffusion of Innovations (4th Editio). New York: The Free Press.
Ryan, R. M., Connell, J. P. (1989). Perceived Locus of Causality and Internalization: Examining Reasons for Acting in Two Domains. Journal of Personality and Social Psychology, 57(5), 749–761.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67.
Silva, T. S. C., Tedesco, P. C. D. A. R., & Melo, J. C. B. De. (2014). A importância da motivação dos estudantes e o uso de técnicas de engajamento para apoiar a escolha de jogos no ensino de programação. In XXV Simpósio Brasileiro de Informática na Educação (pp. 11–15).
Tornatzky, L. G., Fleischer, M., & Chakrabarti, A. K. (1990). The process of Tecnology Innovation. Lexington Books.
Venkatesh, V. (2000). Determinants of Perceived Ease of Use: Integrating Control, Intrinsic Motivation, and Emotion into the Technology Acceptance Model. Information Systems Research, 11(4), 342–365.
Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences, 39(2), 273–315.
Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425.
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
Zanini, A. da S. (2016). Práticas Escolares Mediadas pela Wiki do Moodle: Análise de Aceitação e Percepções dos Estudantes. Dissertação (Mestrado em Educação) Universidade Federal de Santa Maria (UFSM).
Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
Akhlaq, A., & Ahmed, E. (2013). The effect of motivation on trust in the acceptance of internet banking in a low income country. International Journal of Bank Marketing, 31(2), 115–125.
Al-sayyed, F. S. (2015). A Framework for e-Learning Acceptance: A Case Study of the Palestinian Universities. Faculty of Graduate Studies.
Balog, A. (2015). Acceptance of e-Learning Systems: a Serial Multiple Mediation Analysis. Studies in Informatics and Control, 24(1), 101–110.
Cheng, X., Zhu, R., & Fu, S. (2016). Modeling the Motivation of Users’ Sharing Option: A Case Study Based on A Car-Sharing Digital Platform. Fifteenth Wuhan International Conference on E-Business, 45–52.
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
Delone, W., & McLean, E. (2003). The DeLone and McLean Model of Information Systems Success: A Ten-Year Update. Journal of Management Information Systems, 19(4), 9–30.
Deterding, S., & Dixon, D. (2011). From Game Design Elements to Gamefulness: Defining “Gamification.” In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments. ACM (pp. 9–15).
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Lin, S., Persada, S. F., & Nadlifatin, R. (2014). A Study of Student Behavior in Accepting the Blackboard Learning System: a Technology Acceptance Model (TAM) Approach. In IEEE 18th International Conference on Computer Supported Cooperative Work in Design (pp. 457–462).
Lopes, R. A., Toda, A. M., & Brancher, J. D. (2015). Um estudo preliminar sobre elementos extrínsecos e intrínsecos do processo de Gamification. Revista Brasileira de Informática Na Educação (RBIE), 23(3), 164–173.
Mbarek, R., & Zaddem, F. (2013). The examination of factors affecting e-learning effectiveness. International Journal of Innovation and Applied Studies, 2(4), 423–435.
Oliveira, N. J. S. de, & Siqueira, S. W. M. (2018). OntoMotivation: Combinando Teorias de Motivação. In XLIV Latin American Computing Conference (CLEI) - Latin American Symposium on Computing and Society (SLIS), 2018, São Paulo.
Oliveira, T., & Martins, M. F. (2011). Literature Review of Information Technology Adoption Models at Firm Level. The Electronic Journal Information Systems Evaluation, 14(1), 110–121.
Prieto, J. C. S., Migueláñez, S. O., & García-Penãlvo, F. J. (2014). Mobile learning adoption from informal into formal. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM (pp. 595–602).
Ramirez-Anormaliza, R., Sabaté, F., & Guevara-Viejo, F. (2015). Evaluating Student Acceptance Level of E-learning Systems. In International Conference of Education, Research and Innovation. ICERI2015: Proceedings 8th International Conference of Education, Research and Innovation November 16th-18th (pp. 2393–2399).
Roca, J. C., & Gagné, M. (2008). Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, 24(4), 1585–1604.
Rogers, E. M. (1995). Diffusion of Innovations (4th Editio). New York: The Free Press.
Ryan, R. M., Connell, J. P. (1989). Perceived Locus of Causality and Internalization: Examining Reasons for Acting in Two Domains. Journal of Personality and Social Psychology, 57(5), 749–761.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67.
Silva, T. S. C., Tedesco, P. C. D. A. R., & Melo, J. C. B. De. (2014). A importância da motivação dos estudantes e o uso de técnicas de engajamento para apoiar a escolha de jogos no ensino de programação. In XXV Simpósio Brasileiro de Informática na Educação (pp. 11–15).
Tornatzky, L. G., Fleischer, M., & Chakrabarti, A. K. (1990). The process of Tecnology Innovation. Lexington Books.
Venkatesh, V. (2000). Determinants of Perceived Ease of Use: Integrating Control, Intrinsic Motivation, and Emotion into the Technology Acceptance Model. Information Systems Research, 11(4), 342–365.
Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences, 39(2), 273–315.
Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425.
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
Zanini, A. da S. (2016). Práticas Escolares Mediadas pela Wiki do Moodle: Análise de Aceitação e Percepções dos Estudantes. Dissertação (Mestrado em Educação) Universidade Federal de Santa Maria (UFSM).
Publicado
29/10/2018
Como Citar
OLIVEIRA, Natália J. S. de; SIQUEIRA, Sean W. M..
Entendendo a Motivação para o Uso de um Ambiente Virtual de Aprendizagem: Um Survey com base no Modelo TAM3 e na Teoria da Autodeterminação. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 29. , 2018, Fortaleza/CE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2018
.
p. 378-387.
DOI: https://doi.org/10.5753/cbie.sbie.2018.378.
