The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education

It is hard to imagine biology education without the identification of species interest, mostly with implementation a dichotomous key. Digital keys (DIKs) have been developed and made available teachers in Montenegro. We investigate factors, which influence teachers’, who had applied DIK, their continuing intention use them primary schools. The modified unified theory acceptance technology (UTAUT), continuance theory, expectation-confirmation Theories were used for factors teachers’ decision about whether continue DIK. 232 from Montenegro participated this research. results indicate that perceived pedagogical impact user interface quality has greatest on intentions (CIs). Performance expectations, effort expectations technical compatibility moderate management support, personal innovativeness students’ low CI using