Análise de aceitação da plataforma Moodle entre alunos do ensino superior
DOI:
https://doi.org/10.51247/st.v8i4.651Palavras-chave:
Moodle, TAM, ensino superior, ensino-aprendizagemResumo
O uso de plataformas virtuais tornou-se cada vez mais relevante atualmente. Compreender o grau de aceitação da plataforma Moodle após a pandemia de COVID-19 é essencial. Portanto, o objetivo desta pesquisa foi mensurar o nível de aceitação da plataforma Moodle entre os alunos. O estudo é quantitativo, descritivo, não experimental e transversal. Um instrumento baseado no Modelo de Aceitação de Tecnologia (MAT) foi utilizado para a coleta de dados. O estudo envolveu 945 alunos de uma instituição de ensino superior. A análise dos resultados revelou que os recursos disponibilizados na plataforma Moodle são considerados muito úteis. Além disso, é percebido como uma ferramenta eficaz para a organização acadêmica e a submissão de trabalhos, desempenhando um papel valioso no processo de aprendizagem. O Moodle é fácil de usar e se integra naturalmente às rotinas acadêmicas dos alunos. No geral, a plataforma recebeu altas avaliações tanto em termos de utilidade percebida quanto de facilidade de uso.
Downloads
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. https://doi.org/10.1016/j.chb.2015.11.036
Alfadda, H. A., & Mahdi, H. S. (2021). Measuring Students’ Use of Zoom Application in Language Course Based on the Technology Acceptance Model (TAM). Journal of Psycholinguistic Research, 50(4). https://doi.org/10.1007/s10936-020-09752-1
Aljader, H. K. S. (2023). Measuring the Effect of E-Learning Information Quality on Student’s Satisfaction Using the Technology Acceptance Model. International Journal on Informatics Visualization, 7(3). https://doi.org/10.30630/joiv.7.3.1633
Alnemer, H. A. (2022). Determinants of digital banking adoption in the Kingdom of Saudi Arabia: A technology acceptance model approach. Digital Business, 2(2). https://doi.org/10.1016/j.digbus.2022.100037
Bedregal-Alpaca, N., Cornejo-Aparicio, V., Tupacyupanqui-Jaén, D., & Flores-Silva, S. (2019). Evaluation of the student perception in relation to the use of the moodle platform from the TAM perspective. Ingeniare, 27(4), 707–718. https://doi.org/10.4067/S0718-33052019000400707
Briones, G. (2002). Metodología de la investigación cuantitativa en las ciencias sociales. In Nature (Vol. 22, Issue 6).
Cabero-Almenara, J., Gallego-Pérez, O., Puentes, P. Á. de J., & Jiménez, R. T. (2018). La “Aceptación de la Tecnología de la Formación Virtual” y su relación con la capacitación docente en formación virtual. EDMETIC, 7(1), 225–241. https://doi.org/10.21071/edmetic.v7i1.10028
Davis, F. D. (1989). Perceived Usefulness, Rerceived Ease of Use and User Acceptance of Information Tehnology, Management Information System Quarterly. In Journal MIS Quarterly: Management Information Systems (Vol. 13, Issue 3). Management Information Systems Research Center. https://doi.org/10.2307/249008
Escobar-Pérez, J., & Cuervo-Martínez, Á. (2008). Validez De Contenido Y Juicio De Expertos: Una Aproximación a Su Utilización. Avances En Medición, 6.
Essel, D. D., & Wilson, O. A. (2017). Factors affecting university students’ use of moodle: An empirical study based on TAM. International Journal of Information and Communication Technology Education, 13(1). https://doi.org/10.4018/IJICTE.2017010102
Gamage, S. H. P. W., Ayres, J. R., & Behrend, M. B. (2022). A systematic review on trends in using Moodle for teaching and learning. In International Journal of STEM Education (Vol. 9, Issue 1). https://doi.org/10.1186/s40594-021-00323-x
García-Martín, J., & García-Martín, S. (2022). El uso de los entornos virtuales de aprendizaje institucionales en la Educación Superior tras la pandemia por COVID-19 y su impacto en las variables de emoción, realización práctica, aprendizaje, generabilidad y trasmisibilidad. Revista de Psicología y Educación - Journal of Psychology and Education, 17(2). https://doi.org/10.23923/rpye2022.02.224
Geng, S., Law, K. M. Y., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0147-0
Goyal, S., Khaliq, F., & Vaney, N. (2023). Implementation of the online learning management system ‘Moodle’ as a blended approach to online teaching. Indian Journal of Physiology and Pharmacology, 67(1). https://doi.org/10.25259/IJPP_208_2022
Hernández, S. R., Fernández, C. C., & Baptista, L. P. (2018). Metodología de la Investigación. México: McGraw-Hill Interamericana.
Hernández-Sellés, N. (2021). Herramientas que facilitan el aprendizaje colaborativo en entornos virtuales: nuevas oportunidades para el desarrollo de las ecologías digitales de aprendizaje. Educatio Siglo XXI, 39(2), 81–100. https://doi.org/10.6018/educatio.465741
Hidalgo, L. J., Vasquez, B. M., Bravo B. Lorena, Burgos R. Freddy, & Vargas, M. Y. (2019). Modelo de aceptación de tecnología TAM en NextCloud. Caso de estudio Escuela Computación e Informática. ESPACIOS, 40(21).
ITD. (2023). Instituto Tecnológico de Durango. Historia. https://www.itdurango.edu.mx/historia/
Karishma, K., & Raghuwaiya, K. (2023). Factors Affecting Interaction on Moodle: An Empirical Study Based on TAM. In Lecture Notes in Networks and Systems (Vol. 612). https://doi.org/10.1007/978-981-19-9228-5_46
Lavidas, K., Komis, V., & Achriani, A. (2022). Explaining faculty members’ behavioral intention to use learning management systems. Journal of Computers in Education, 9(4). https://doi.org/10.1007/s40692-021-00217-5
Legramante, D., Azevedo, A., & Azevedo, J. M. (2023). Integration of the technology acceptance model and the information systems success model in the analysis of Moodle’s satisfaction and continuity of use. International Journal of Information and Learning Technology, 40(5). https://doi.org/10.1108/IJILT-12-2022-0231
Milton, V. (2010). Confiabilidad y coeficiente Alpha de Cronbach. Revista de Estudios Interdisciplinarios En Ciencias Sociales, 12(2). https://www.redalyc.org/pdf/993/99315569010.pdf
Na, S., Heo, S., Han, S., Shin, Y., & Roh, Y. (2022). Acceptance Model of Artificial Intelligence (AI)-Based Technologies in Construction Firms: Applying the Technology Acceptance Model (TAM) in Combination with the Technology–Organisation–Environment (TOE) Framework. Buildings, 12(2). https://doi.org/10.3390/buildings12020090
Opertti, R. (2021). Educación en un mundo post-COVID: consideraciones adicionales.
Prasetyo, Y. T., Ong, A. K. S., Concepcion, G. K. F., Navata, F. M. B., Robles, R. A. V., Tomagos, I. J. T., Young, M. N., Diaz, J. F. T., Nadlifatin, R., & Redi, A. A. N. P. (2021). Determining factors affecting acceptance of e-learning platforms during the covid-19 pandemic: Integrating extended technology acceptance model and delone & mclean is success model. Sustainability (Switzerland), 13(15). https://doi.org/10.3390/su13158365
Quansah, R., & Essiam, C. (2021). The use of learning management system (LMS) moodle in the midst of covid-19 pandemic: Students’ perspective. Journal of Educational Technology and Online Learning, 4(3). https://doi.org/10.31681/jetol.934730
Rodríguez-Rivas, J. G. (2025). Adaptación y validación de un instrumento para medir la aceptación de Moodle desde el enfoque TAM. Investigación y Ciencia Aplicada a la Ingeniería, 8(50), 6–10. https://ojsincaing.com.mx/index.php/ediciones/article/view/468
Roig-Vila, R., Rojas-Viteri, J., & Lascano-Herrera, N. A. (2022). Análisis del uso de Moodle desde la perspectiva del modelo TAM en tiempos de pandemia. Revista Interuniversitaria de Investigación En Tecnología Educativa. https://doi.org/10.6018/riite.519341
Sáiz-Manzanares, M. C., Marticorena-Sánchez, R., Muñoz-Rujas, N., Rodríguez-Arribas, S., Escolar-Llamazares, M. C., Alonso-Santander, N., Martínez-Martín, M. Á., & Mercado-Val, E. I. (2021). Teaching and learning styles on moodle: An analysis of the effectiveness of using stem and non-stem qualifications from a gender perspective. Sustainability (Switzerland), 13(3). https://doi.org/10.3390/su13031166
Sánchez, R. A., & Hueros, A. D. (2010). Motivational factors that influence the acceptance of Moodle using TAM. Computers in Human Behavior, 26(6), 1632–1640. https://doi.org/10.1016/j.chb.2010.06.011
Šumak, B., Heričko, M., Pušnik, M., & Polančič, G. (2011). Factors affecting acceptance and use of moodle: An empirical study based on TAM. Informatica (Ljubljana), 35(1), 91–100.
Terán-Guerrero, F. N. (2019). Aceptación de los estudiantes universitarios en el uso de los sistemas e-learning Moodle desde la perspectiva del modelo TAM.// Acceptance of university students in the use of Moodle e-learning systems from the perspective of the TAM model. CIENCIA UNEMI, 12(29). https://doi.org/10.29076/issn.2528-7737vol12iss29.2019pp63-76p
Urrutia Egaña, M., Barrios Araya, S., Gutiérrez Núñez, M., & Mayorga Camus, M. (2015). Métodos óptimos para determinar validez de contenido. Revista Cubana de Educación Media Superior, 28(3).
UVM. (2023). Encuesta nacional de egresados 2023. Centro de Opinión Pública de la Universidad del Valle de México. https://opinionpublica.uvm.mx/estudios/encuesta-nacional-de-egresados-2023/
Wickramasinghe, D., & Suraweera, N. (2022). Use of Technology Acceptance Model to Investigate the Acceptance of Learning Management System Amongst Academics using Selected Universities in Sri Lanka. Sri Lanka Library Review, 36(2). https://doi.org/10.4038/sllr.v36i2.53
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2025 Jose Gabriel Rodriguez-Rivas, Luis Campa-Galindo, Anapaula Rivas-Barraza
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
