A study on facilitating factors for the utilization of r-learning among kindergarten teachers

The purpose of this study was to examine the structural relationship of influential variables for the utilization of r-learning in class by kindergarten teachers and the paths of the variables in an attempt to accelerate the utilization of r-learning among kindergarten teachers and provide some information on the vitalization of r-learning in early childhood education. The subjects in this study were 107 kindergarten teachers, on whom a survey was conducted. The collected data were analyzed by a statistical package AMOS 21.0. The findings of the study were as follows: First, image and fun affected perceived usefulness, and the self-efficacy of the teachers exerted an influence on perceived ease of use. Second, perceived usefulness had a significant impact on attitude toward r-learning utilization. Third, attitude toward r-learning utilization exercised an influence on both activities and evaluation that belonged to utilization in class.