Learners’ continuance participation intention of collaborative group project in virtual learning environment: an extended TAM perspective

The aim of this study is to explore learners’ intention to return to the electronic environment through the use of wikipages. The survey is based on students’ participation in a collaborative group project over a one semester course on business information systems. A research model based on the extended Technology Acceptance Model (TAM) has been proposed to investigate what factors will influence learners’ continuance participation in the electronic learning environment. 75% of students returned the questionnaire and the data analysis results based on the extended TAM Shows that the learners’ intention to return to the electronic learning environment was highly associated with their attitude towards the electronic learning tool and the affection associated with the tool

Accounting students' IT applicaton skills over a 10-year period

This paper reports on the changing nature of a range of information technology (IT) application skills that students declare on entering an accounting degree over the period from 1996 to 2006. Accounting educators need to be aware of the IT skills students bring with them to university because of the implications this has for learning and teaching within the discipline and the importance of both general and specific IT skills within the practice and craft of accounting. Additionally, IT skills constitute a significant element within the portfolio of employability skills that are increasingly demanded by employers and emphasized within the overall Higher Education (HE) agenda. The analysis of students' reported IT application skills on entry to university, across a range of the most relevant areas of IT use in accounting, suggest that their skills have continued to improve over time. However, there are significant differential patterns of change through the years and within cohorts. The paper addresses the generalizability of these findings and discusses the implications of these factors for accounting educators, including the importance of recognising the differences that are potentially masked by the general increase in skills; the need for further research into the changing nature, and implications, of the gender gap in entrants' IT application skills; and the low levels of entrants' spreadsheet and database skills that are a cause for concern

Online gaming addiction in children and adolescents: a review of empirical research

Background and aims: Research suggests that excessive online gaming may lead to symptoms commonly experienced by substance addicts. Since games are particularly appealing to children and adolescents, these individuals may be more at risk than other groups of developing gaming addiction. Methods: Given these potential concerns, a literature review was undertaken in order (i) to present the classification basis of online gaming addiction using official mental disorder frameworks, (ii) to identify empirical studies that assess online gaming addiction in children and adolescents, and (iii) to present and evaluate the findings against the background of related and established mental disorder criteria. Results: Empirical evidence comprising 30 studies indicates that for some adolescents, gaming ad - diction exists and that as the addiction develops, online gaming addicts spend increasing amounts of time preparing for, organizing, and actually gaming. Conclusions: Evidence suggests that problematic online gaming can be conceptualized as a behavioral addiction rather than a disorder of impulse control

Voice Over Internet Protocol (Voip) Technology As A Global Learning Tool: Information Systems Success And Control Belief Perspectives

Voice over Internet Protocol- (VoIP) enabled online learning service providers struggling with high attrition rates and low customer loyalty issues despite VoIP’s high degree of system fit for online global learning applications. Effective solutions to this prevalent problem rely on the understanding of system quality, information quality, and individual beliefs about the usefulness of this technology. This research aims to provide insights into increasing the loyalty of users to VoIP-enabled global learning programs from the perspectives of information systems (IS) success and control belief. A theoretical model is proposed to integrate seven major constructs of IS success and planned behavior theory. We tested our model using the path analysis of data collected from an experiment where 66 undergraduate students from the USA and Taiwan worked in pairs using Skype to improve their English and intercultural communication skills. Data analysis results showed that information quality and perceived behavioral control are much more important than system quality in increasing satisfaction with the use of Skype. An increase in user satisfaction can lead to an improvement in intercultural communication competence and to increased user loyalty. Theoretical and practical implications are drawn from the findings to conclude this study

THE ROLES OF INTRINSIC AND EXTRINSIC MOTIVATION AND PERCEIVED COMPETENCE IN ENHANCING SYSTEM USE AND PERFORMANCE

This study builds on the extant literature on motivation and information systems by examining the mediating role of intrinsic motivation in the relationship between system type and system use, the moderating role of perceived usefulness in the effect of intrinsic motivation on system use, and the moderating role of perceived competence in the impact of system use on performance. This study manipulates three system types; that is, PATH (Principles Aren’t That Hard), Blackboard, and the traditional paper medium, and measures the participant’s intrinsic motivation, perceived usefulness, perceived competence, system use, and performance. PATH incorporates interest-enhancing features, Blackboard has limited interest-enhancing features, and the traditional paper medium does not have these attributes. A total of 173 undergraduate students enrolled in the introductory financial accounting course participated in this study. The structural equation model results provide support for the hypotheses in the research model. An important contribution of this study is development of an educational computer game, PATH, and inclusion of Blackboard and the traditional paper medium to facilitate comparison of the level of intrinsic motivation associated with each system type. Another contribution is administration of the treatment variable (i.e., system type), measurements of the key constructs, and direct assessment of the participants’ performance in the same experimental setting

Information and Communication Technologies (ICT): Components, Dimensions, and its Correlates

Information and Communication Technologies (ICT) has been identified as one of the crucial factors that affect teaching effectiveness and student learning worldwide. UNESCO, many international organizations, and many governments emphasized the importance of ICT and try to incorporate ICT into education systems. This study examined self-assessed computer competency in thirteen ICT areas from two samples, e.g., the United States and Mexico. Reliability tests were conducted, and rank analysis was done among them. By using factor analysis, these thirteen areas were grouped into three categories: “basic ICT skills”; “advanced ICT skills;” and “multimedia skills and attitudes towards ICT”. Subjects showed the highest scores in basic ICT skills, which include knowledge of computer systems, use of the operating system, search internet and communication and networking. The multimedia skills and attitudes towards ICT demonstrated the second highest scores. Advanced ICT skills that include image processing, use of database, technological platforms, and web 2.0 tools was found to have the lowest competency scores among subjects. Multivariate analysis was also conducted and found that age and gender are two significant factors to predict ICT competency, and age was found to have a non-linear relationship on advanced ICT skills

Use of information and communication technologies in higher education in Kenya

In this study, I investigated how Information and Communication Technologies (ICTs) are applied in higher education in Kenya. Research questions were; 1) What is the level of self-efficacy and ICTs integration into higher education in Kenya? 2) What is the level of awareness and adoption of ICTs in higher education in Kenya? and 3) What factors enable or hinder utilization of ICTs in higher education development? Mixed method research was applied where 81 questionnaires and 8 semi structured interviews were carried out on lecturers and students. Staff and students were competent in regard to ICTs. Access to ICTs resources in private universities was better than in public universities. Most students and faculty were competent with the common software but competence in regard to specialized softwares was poor. ICTs were used for teaching and learning though the adoption was poor mainly in public universities. Barriers to effective utilization of ICTs in higher education included absence of reward systems, lack of policies, poor support and limited financial resources. In conclusion, the demand for higher education in Kenya surpasses the physical resources at the disposal of higher education institutions in the country. The use of ICTs is essential to ensure that quantity and quality of higher education with the limited resources. Universities therefore need to have their top leadership supporting ICTs plans and strategies, have policies regarding the use of ICTs and have support for ICT tools

Informing Writing: The Benefits of Formative Assessment

Examines whether classroom-based formative writing assessment - designed to provide students with feedback and modified instruction as needed - improves student writing and how teachers can improve such assessment. Suggests best practices

An empirical study on behavioural intention to reuse e-learning systems in rural China

The learner’s acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners’ experience and perceptions and their behavioural intention to reuse, because it is argued that system reuse is an important indicator of the system’s success. Therefore, a better understanding of the multiple factors affecting the e-learner’s intention to reuse could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model and self-efficacy theory, a theoretical framework was developed to investigate the learner’s behavioural intention to reuse e-learning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use and self-efficacy had direct effects on users’ behavioural intention to reuse. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use that positively influenced perceived usefulness