Abstract

Among multimedia researches, contribution of cartoons to teaching process and academic achievement has often been examined. However, these technologies may have a slower and less effect since acceptance of them by users is affected by many factors.  Therefore, it is extremely important to understand and reveal the factors which encourage teachers who are to choose the most appropriate tool and material for students during teaching period to use cartoons for teaching or restrict their use. To this end, teachers’ perceptions, attitudes, intentions and behaviors concerning the use of cartoons for teaching were examined and modeled according to Technology Acceptance Model (TAM). As a result of the analyses, data were obtained from 271 teachers who work in several provinces to test its relationship between the variables of perceived benefit, perceived ease of use, attitude towards use, intention of use and actual behavior stated in TAM. The data obtained were analyzed with Structural Equation Modeling (SEM). The results show that the model gives different results from the ones foreseen in TAM. Moreover, it was seen according to the paired comparisons on the model that the only significant difference between females and males is attitude predicting strength of the perceived benefit

Key words:  Technology acceptance model, structural equation modeling, educational cartoons.