Aceitação de tecnologia em livros didáticos híbridos: utilização de tecnologias digitais para desenvolvimento de um modelo de livro para o Ensino Fundamental II

Abstract

The technological advancement and digital immersion of Generation Alpha have redefined the educational landscape, demanding new approaches to Information Mediation, with a focus on the Textbook. This study aims to analyze the perception of acceptance and use of the Hybrid Textbook Model by teachers and students in Middle School, using the Unified Theory of Acceptance and Use of Technology (UTAUT) model at a private educational institution in João Pessoa, Paraíba. The research adopted a quantitative approach, descriptive and explanatory in nature, with data collection conducted through questionnaires applied to 20 teachers and 60 students who used textbooks developed based on the Hybrid Textbook Model for a period of one to three years. Data were analyzed using descriptive and inferential statistics, including correlation and variance analyses. The results indicated a high acceptance of the Hybrid Textbook Model by both groups through the UTAUT constructs, with teachers demonstrating significantly higher perceptions and engagement than students. Correlation analyses between the constructs provided support for the validation of the research hypotheses, highlighting that the Hybrid Textbook Model is perceived as an effective tool, easy to use, and with facilitating conditions for application in the educational context. The practical implications of the study suggest that the adoption of the Hybrid Textbook Model by educational institutions is feasible and beneficial, requiring low investment in infrastructure. For developers, the findings provide guidelines for designing Hybrid Textbook Model that prioritize performance and effort expectations, in addition to incorporating adaptive Learning

Objects that promote multiple learning styles, aligned with screen time and cognitive well- being guidelines. In Information Science, the research contributes to the theory of Information

Mediation by analyzing the Hybrid Textbook Model as an active element in facilitating access to and use of information in school environments, in addition to characterizing Generation Alpha's interaction with technological resources. Ultimately, the study reinforces the imperative need for a primary education that guides critical thinking and accurate interpretation of information, essential elements for the development of thinking societies and continuous evolution.