Projects
The use of technological tools in the preparation of musical study and performance: an exploratory analysis with students and teachers of professional artistic education
Team
Ruben Sousa
Period
2022-2025
Funding
Governo Regional da Madeira
The Technology Acceptance Model has been widely used to explain the degree of adoption and use of technologies in different areas and contexts of application. In the context of art education, this model can be applied, for example, to help understand how students and teachers perceive and use technological tools to prepare for artistic study and performance.
According to the Technology Acceptance Model (Davis, 1986; Davis, Bagozzi and Warshaw, 1989; Davis and Venkatesh, 1996), any behavioral response requires a prior intention on the part of the subject. In turn, behavioral intention is influenced by cognitive responses, beliefs and external stimuli. For these authors, the external variables that most influence decision-making or behavioral intention are age and previous experience, while the most common cognitive responses include perceived usefulness and ease of use. We can also add that if behavioral intention is the resolution to use a certain system or technological tool, behavioral response is the actual action of using that same system or tool. We believe that the use of technological tools in art education can have some advantages, such as the possibility of accessing digital resources (e.g. manuals, videos, audios, tutorials, exercises, among other complementary materials), which can enrich the teaching-learning process. In addition, these resources can also help students prepare presentations, allowing them, for example, to practice and hone their skills in a simulated practice environment and autonomously. Another benefit of using technological tools in arts education is the possibility of conducting classes and activities remotely, which can be particularly useful in situations where face-to-face teaching is limited, as we have experienced during the COVID-19 pandemic. Given these advantages, we believe that applying and evaluating the Technology Acceptance Model in arts education can contribute to a better understanding of how students and teachers perceive and use the technological tools available. On the other hand, it allows teachers to adjust their teaching methods and the educational institution itself to improve the supply of resources in order to enhance the teaching-learning experience.
According to the Technology Acceptance Model (Davis, 1986; Davis, Bagozzi and Warshaw, 1989; Davis and Venkatesh, 1996), any behavioral response requires a prior intention on the part of the subject. In turn, behavioral intention is influenced by cognitive responses, beliefs and external stimuli. For these authors, the external variables that most influence decision-making or behavioral intention are age and previous experience, while the most common cognitive responses include perceived usefulness and ease of use. We can also add that if behavioral intention is the resolution to use a certain system or technological tool, behavioral response is the actual action of using that same system or tool. We believe that the use of technological tools in art education can have some advantages, such as the possibility of accessing digital resources (e.g. manuals, videos, audios, tutorials, exercises, among other complementary materials), which can enrich the teaching-learning process. In addition, these resources can also help students prepare presentations, allowing them, for example, to practice and hone their skills in a simulated practice environment and autonomously. Another benefit of using technological tools in arts education is the possibility of conducting classes and activities remotely, which can be particularly useful in situations where face-to-face teaching is limited, as we have experienced during the COVID-19 pandemic. Given these advantages, we believe that applying and evaluating the Technology Acceptance Model in arts education can contribute to a better understanding of how students and teachers perceive and use the technological tools available. On the other hand, it allows teachers to adjust their teaching methods and the educational institution itself to improve the supply of resources in order to enhance the teaching-learning experience.
The general objectives of this study are:
- To measure the behavioral intention of the participants (students and teachers) in relation to the use of technological tools in musical study / artistic performance.
- To assess how the Technology Acceptance Model (TAM) proposed by Davis, 1986, allows us to understand which variables are most important in decision-making.
The aim is also to assess the following specific objectives:
- To assess the influence of sociodemographic variables on the dimensions of the Technology Acceptance Assessment Scale (adapted by us to art education);
- Evaluate possible influences of perceived usefulness on behavioral intention;
- Evaluate possible influences of perceived ease of use on behavioral intention;
- Evaluate possible influences of perceived ease of use on perceived usefulness;
- Evaluate possible influences of perceived ease of use and perceived usefulness on behavioral intention.
- To measure the behavioral intention of the participants (students and teachers) in relation to the use of technological tools in musical study / artistic performance.
- To assess how the Technology Acceptance Model (TAM) proposed by Davis, 1986, allows us to understand which variables are most important in decision-making.
The aim is also to assess the following specific objectives:
- To assess the influence of sociodemographic variables on the dimensions of the Technology Acceptance Assessment Scale (adapted by us to art education);
- Evaluate possible influences of perceived usefulness on behavioral intention;
- Evaluate possible influences of perceived ease of use on behavioral intention;
- Evaluate possible influences of perceived ease of use on perceived usefulness;
- Evaluate possible influences of perceived ease of use and perceived usefulness on behavioral intention.
