Abstract

The objective of this study was to examine the variables that affect the use of PowerPoint by university professors. Based on the revised unified theory of acceptance and use of technology (UTAUT-2), a theoretical model adapted to the study context was proposed. The impact of the attitude towards PowerPoint, performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivations, and habit, in the intention to use and actual use of PowerPoint was evaluated. A survey was applied to 106 university professors from two Spanish universities, and the theoretical model was subsequently tested using a path analysis. The results suggest the existence of a direct non-critical path consisting of social pressure and habit, and an indirect critical path consisting of performance expectancy via the attitude towards PowerPoint. This research highlights the importance of critical reflection in the use of technological tools such as PowerPoint in classrooms. The practical implications of these findings to improve pedagogical practices are discussed.