Teaching Skills Mediated by Perceived Utility and Ease of Use in Student Motivation and Collaboration

The primary purpose of this research is to determine the teaching dimension's influential factors, such as attitudes, skills, and the level of interaction, on the perceived usefulness and ease of use and their mediation in the motivation and collaboration of the university student. The methodology used for the study corresponds to a non-experimental research design; an electronic questionnaire (n = 27; α = 0.963 ω = 0.964) is applied to a sample of 1555 university students (Arequipa, Peru), using reliability tests and validity, factor analysis, and the modeling of structural equations using partial least squares. According to this study, teachers’ attitudes and interactions strongly influence students’ perceptions of the ease of use and utility of information and communication technologies (ICT). Teachers with positive attitudes and strong competencies in ICT can significantly enhance students’ experiences, underscoring the need for continuous professional development. ICT's perceived ease of use and utility directly influence student motivation and collaboration in learning, emphasizing the need for user-friendly and value-added ICT designs. Moreover, student motivation is a crucial driver for collaboration and engagement in learning. The study emphasizes the importance of positive teacher attitudes and competencies and the perceived usefulness of ICT in fostering effective and collaborative learning.