Preschool Teachers’ Intentions to Use Digital Storytelling in Early Childhood Education: An Analysis through the UTAUT2 Model

Ayşegül şakır

doi:10.24310/ijtei.112.2025.21652

Autores/as

Ayşegül şakır Kırşehir Ahi Evran University, https://orcid.org/0000-0002-2979-7899

DOI:

https://doi.org/10.24310/ijtei.112.2025.21652

Palabras clave:

narración digital, UTAUT2, educación infantil, adopción tecnológica, maestros de preescolar

Resumen

Este estudio investiga los factores que influyen en la intención de los docentes de educación infantil para adoptar la narración digital (DST) en el aula. Para ello, se utilizó el marco teórico del Modelo Unificado de Aceptación y Uso de Tecnología 2 (UTAUT2). Se empleó un diseño de investigación cuantitativa y se recopilaron datos de 550 maestros en ejercicio en Turquía mediante un cuestionario estructurado. Se midieron los constructos de UTAUT2: expectativa de rendimiento, expectativa de esfuerzo, influencia social, condiciones facilitadoras, motivación hedónica, valor percibido y hábito, con el fin de evaluar su impacto sobre la intención conductual. Los resultados del modelo de ecuaciones estructurales (SEM) confirmaron que los siete constructos predijeron de manera significativa y positiva la intención de los maestros de integrar DST. La expectativa de rendimiento y el hábito fueron los predictores más fuertes. Esto destaca la importancia del valor pedagógico percibido y la familiaridad con la tecnología. Las condiciones facilitadoras y la expectativa de esfuerzo también influyeron notablemente, lo que sugiere que el apoyo institucional y la facilidad de uso son fundamentales. Asimismo, la motivación hedónica y el valor percibido demostraron que el compromiso emocional y la rentabilidad desempeñan un papel relevante en la aceptación. Estos hallazgos respaldan teóricamente la aplicabilidad del modelo UTAUT2 en la educación infantil y proporcionan implicaciones prácticas para fomentar la integración de DST. El estudio subraya la importancia de la formación docente, el apoyo institucional y el acceso a herramientas accesibles para promover prácticas pedagógicas innovadoras en la educación preescolar.

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Biografía del autor/a

Ayşegül şakır, Kırşehir Ahi Evran University,

Department of Preschool Education, Kırşehir Ahi Evran University, Kırşehir, Turkey

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