Research On Influencing Factors Of University Teachers’ Intention To Use Intelligent Teaching Platform

Digital transformation has put forward new requirements for teachers’ information literacy,but there are still some barriers between the systematic technology platform and teachers.The research points out that the willingness of teachers is the key to integrating technology into teaching.Therefore,this study aims to explore the relevant influencing factors of teachers’ willingness to use intelligent teaching platform and put forward relevant improvement suggestions for promoting the integration of technology into teaching.The main work of this paper includes the following four aspects:(1)This study firstly analyzed and processed quantitative data through metaanalysis method,verified and summarized the main factors affecting teachers’ willingness to use technology found in existing quantitative studies,including performance expectation,effort expectation,community influence,convenience and expectation validation.The hypothesis was quantitatively verified,and its impact degree was analyzed,summarized and summarized.The quantitative model of the research is clarified.(2)Through empirical research,this study conducted a semester of follow-up interviews and observations,and summarized the newly discovered influencing factors including platform,environment and internal through qualitative research coding.Among them,platform-related factors were divided into performance expectation,effort expectation,teaching,teaching and research matching and expectation validation.Environmental factors can be divided into school policy,power of example,colleague support,student support and technical support,while internal factors can be divided into feedback literacy,innovation awareness,self-efficacy,previous experience and teaching belief.The research results are compared and analyzed and summarized with the results of the previous meta-analysis.(3)Through comparative demonstration,this study puts forward the reasons for the similarities and differences between meta-analysis and qualitative empirical research.The factors found in qualitative research are more from teachers themselves,which also confirms the characteristics of qualitative research focusing on people and internal factors.According to the process and results of qualitative research,this study divides the characteristics of teacher types.Finally,this study summarizes the framework of teacher use process development.(4)Finally,based on the above research results,this study provides relevant improvement suggestions for promoting teachers’ acceptance and use of systematic platform technology.This study summarized the influencing factors of technology acceptance proposed in previous studies to provide a theoretical basis for the research on technology acceptance intention.The new influencing factors,the causes behind them and the development framework of teachers’ use process proposed in this study have strong reference significance and practical significance for promoting the integration of new systematic technology into teaching.