<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-358X</journal-id>
<journal-title><![CDATA[Investigación bibliotecológica]]></journal-title>
<abbrev-journal-title><![CDATA[Investig. bibl]]></abbrev-journal-title>
<issn>0187-358X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones Bibliotecológicas y de la Información]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-358X2018000200019</article-id>
<article-id pub-id-type="doi">10.22201/iibi.24488321xe.2018.75.57941</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Explorando a influência integrada do Estímulo Docente sobre a intenção de uso das bibliotecas virtuais por estudantes de cursos à distância e presenciais no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Exploring the comprehensive influence of Teaching Stimulus on the intention to use virtual libraries among students enrolled in classroom and distance learning courses in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yamanaka]]></surname>
<given-names><![CDATA[Thaísa Bechelli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cappellozza]]></surname>
<given-names><![CDATA[Alexandre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Metodista de São Paulo Escola de Gestão e Direito ]]></institution>
<addr-line><![CDATA[ SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Metodista de São Paulo Programa de Pós-Graduação em Comunicação Social ]]></institution>
<addr-line><![CDATA[ SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>32</volume>
<numero>75</numero>
<fpage>19</fpage>
<lpage>45</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-358X2018000200019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-358X2018000200019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-358X2018000200019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio analizó los factores antecedentes que pueden influenciar la intención de uso de la biblioteca virtual de una institución de enseñanza superior. Se utilizó el Modelo de Aceptación de Tecnología- TAM (Davis, 1986) extendido por el Estímulo Docente y Hábito a fin de ampliar el conocimiento sobre las intenciones de uso de los usuarios de estos recursos educativos. Los datos fueron recolectados a través de 406 cuestionarios con estudiantes brasileños de cursos de enseñanza superior. Se concluye que el Estímulo Docente influye positivamente en la Facilidad de Uso, Utilidad Percibida y el Hábito de los alumnos de graduación sobre la intención de uso de la biblioteca virtual. Así, se constató que la influencia del profesor es determinante sobre el uso de la biblioteca virtual por los estudiantes, lo que resalta la importancia de la orientación y recomendación de los interesados en el uso de esta herramienta tecnológica. La Utilidad Percibida es el factor más influyente en la intención de uso de esta tecnología. Además, el Hábito influye en la adopción de la biblioteca virtual de forma paralela a las percepciones sobre los beneficios que pueden obtenerse con el uso de esta tecnología. Los resultados muestran que los alumnos matriculados en cursos de enseñanza a distancia son más propensos al uso de estos recursos educativos comparados con los estudiantes de los cursos presenciales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study examined the antecedents factors that may influence the intention of use of the Virtual Library by college students from presential and distance-learning courses. The study was elaborated focusing the Technology Acceptance Model - TAM (Davis, 1986) with the addition of a construct labeled as Professor Stimulus in order to expand the knowledge of the Professor's influence on the use of educational technological tools by students. Data were collected from through 406 questionnaires answered by Brazilian undergraduate students. Findings demonstrate Professor Stimulus positively influences Ease of Use, Perceived Usefulness and the Habit of undergraduate students on the intended use of the Virtual Library. Thus, the research emphasizes the importance of superior guidance and recommendation to increase the use of educational technological resources by students. Also, the study concluded that the perceived usefulness proved to be the most important factor that influences the intention to use this technology. Results show that students enrolled in distance-learning courses are more inclinable to use these educational resources compared to students enrolled in presential courses.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Biblioteca Virtual]]></kwd>
<kwd lng="es"><![CDATA[Aceptación de Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Superior]]></kwd>
<kwd lng="en"><![CDATA[Virtual Library]]></kwd>
<kwd lng="en"><![CDATA[Technology Acceptance]]></kwd>
<kwd lng="en"><![CDATA[Undergraduate Education]]></kwd>
</kwd-group>
</article-meta>
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