Robert Weinhandl
Johannes Kepler University of Linz
36 Papers
21 Citations
Robert Weinhandl is an academic researcher from Johannes Kepler University of Linz. The author has contributed to research in topics: Computer science & Grounded theory. The author has an hindex of 3, co-authored 9 publications.
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Papers
Enhancing Flipped Mathematics Education by Utilising GeoGebra
TL;DR: To discover how to combine flipped approaches and GeoGebra in mathematics education, a nine-month educational study at a Viennese secondary school focuses on pupils’ needs, as pupils are key to combining successfully new educational approaches and using technologies.
Applying the UTAUT Model to Understand Factors Affecting Micro-Lecture Usage by Mathematics Teachers in China
TL;DR: In this article , the authors analyze the behavioral intention of mathematics teachers in using micro-lectures in mathematics in China, and identify the most influential factors involved, for the very first time.
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Factors Influencing Students’ Continuous Intentions for Using Micro-Lectures in the Post-COVID-19 Period: A Modification of the UTAUT-2 Approach
TL;DR: In this paper , a structural equation model was used to analyze the independent (performance expectancy, effort expectancy, social influence, facilitating condition, hedonic motivation, and habit) and dependent (attitude and continuous intention) variables.
Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments
Zsolt Lavicza,Robert Weinhandl,Theodosia Prodromou,Branko Anđić,Diego Lieban,Markus Hohenwarter,Kristof Fenyvesi,Chris Brownell,José Manuel Diego-Mantecón +8 more
TL;DR: The impact of rapid technology changes on research is discussed in this paper, where the authors present three examples from their research projects on both technological and pedagogical innovations to illustrate the impact of rapidly changing technologies on research.
Factors Affecting the Use of Digital Mathematics Textbooks in Indonesia
TL;DR: In this paper , the authors analyzed the predictors that may influence the intentions of mathematics teachers and the actual usage of digital textbooks by applying the Unified Theory of Acceptance and Use of Technology (UTAUT).