Modelo de Aceptación de la Tecnología para el uso del Smartphone en la Educación Superior
DOI:
https://doi.org/10.55965/setp.4.07.a5Palabras clave:
modelo de aceptación de tecnología, teléfono inteligente, smartphone, universidad, educación superior, ahp, pls-semResumen
Contexto. El modelo de aceptación de tecnología (TAM. Technology Acceptance Model) es un marco teórico que consta de utilidad percibida (PUS. Perceived Usefulness), facilidad de uso percibida (PEU. Perceived Ease of Use), actitud hacia el uso (ATT. Attitude Toward Using), intención de comportamiento de uso (USI. Behavioral Intention to Use) y uso real del sistema. Aquí, el uso real del sistema está planteado por el uso del smartphone en la educación superior (SHE. Smartphone use in Higher Education), descrito como la autogestión del estudiante (MNG. Student Self-Management), los resultados del aprendizaje del estudiante (LRS. Student Learning Results), las percepciones de los logros del estudiante (SFB. Student Achievements Perceptions), las percepciones de costos y beneficios del estudiante (VCB. Student Cost-Benefits Perceptions) y las expectativas del estudiante (EXP. Student Expectations), que ayudan a entender y explicar cómo se puede lograr mejor la aceptación y adopción de la tecnología del smartphone por parte de los estudiantes. Hoy en día, después de la pandemia de COVID-19, la motivación del estudiante (MTV. Student Motivation) y las percepciones de calidad del estudiante (SQY. Student Quality Perceptions) son dos factores que refuerzan el modelo TAM.
Propósito. La investigación tiene como objetivo explorar la aceptación de la tecnología del smartphone en la educación de los estudiantes utilizando el modelo de aceptación de tecnología (TAM. Technology Acceptance Model), centrándose en la utilidad percibida, la facilidad de uso, la actitud, la intención y el uso real del sistema dentro del uso del smartphone en la educación superior (SHE. Smartphone use in Higher Education) en el contexto de la era post-COVID-19. El estudio considera la motivación del estudiante (MTV. Student Motivation) y las percepciones de calidad del estudiante (SQY. Student Quality Perceptions) como factores cruciales que mejoran el marco TAM-SHE.
Problema. La investigación enfrenta desafíos de entornos tecnológicos y educativos dinámicos y cambiantes. La era post-COVID-19 introduce incertidumbres que podrían afectar la sostenibilidad a largo plazo del modelo TAM-SHE. La fluidez de las preferencias de los estudiantes y los avances tecnológicos obstaculizan el establecimiento de un marco universalmente aplicable para la aceptación de smartphones en la educación. Esto plantea preocupaciones sobre la adaptabilidad y generalizabilidad del modelo en diversos entornos educativos, enfatizando la consideración cuidadosa de factores en evolución. Por lo tanto, se propone la siguiente pregunta de investigación: ¿Cuál es el marco empírico TAM para SHE como una herramienta innovadora?
Metodología. Determinamos los siguientes pasos: Paso 1. Un estudio cualitativo basado en el Panel Delphi-Focus Group y el Proceso Analítico de Jerarquía (AHP) para determinar el cuestionario TAM-SHE entre tres especialistas: 1 experto en tecnología de la información, 1 profesor de tecnología de la información y 1 estudiante universitario relacionado con TAM para SHE, cuestionados sobre los elementos y factores relacionados con el diseño preliminar del cuestionario. Paso 2. Una revisión de la literatura para explicar los elementos y factores del cuestionario (ex-ante) propuestos que se aplicarán a más de 523 estudiantes universitarios mexicanos en el segundo semestre de 2023. Paso 3. Una vez que se recopilaron todos los datos en los cuestionarios, se examinaron en cuanto a la confiabilidad del Alfa de Cronbach. Se utilizó un estudio cuantitativo de análisis factorial confirmatorio basado en el modelado de ecuaciones estructurales de mínimos cuadrados parciales (PLS-SEM) con SMART PLS (4.0.9.8) para probar la validez convergente, discriminante y nomológica del marco final TAM-SHE.
Hallazgos teóricos y prácticos. Proponemos un modelo conceptual TAM-SHE empírico sólido capaz de explicar y predecir cómo sus factores mejoran el uso del smartphone en la educación superior.
Originalidad desde el punto de vista transdisciplinar y de innovación sostenible. El uso de teléfonos inteligentes en la educación superior contribuye al desarrollo sostenible al reducir las disparidades educativas entre estudiantes de diferentes orígenes socioeconómicos. Además, el aprendizaje móvil se alinea con los Objetivos de Desarrollo Sostenible (SDG), particularmente el SDG4, al avanzar en una educación superior sostenible y de calidad. Además, facilita el acceso mundial a la educación, promoviendo un entorno de aprendizaje más inclusivo y equitativo.
Conclusiones y limitaciones. Para la era postpandémica de COVID, se necesitan más estudios para verificar las nuevas motivaciones de los estudiantes (MTV), las percepciones de calidad del estudiante (SQY) y los factores de uso real del sistema para facilitar la tecnología móvil en la educación superior a través del modelo de aceptación de tecnología (TAM).
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