A cross-cultural examination of the impact of social, organisational and individual factors on educational technology acceptance between British and Lebanese university students

This paper examines the social, organisational and individual factors that may affect students' acceptance of e-learning systems in higher education in a cross-cultural context. A questionnaire was developed based on an extended technology acceptance model (TAM). A total sample of 1173 university students from two private universities in Lebanon and one university in England participated in this study. After performing the satisfactory reliability and validity checks, the hypothesised model was estimated using structural equation modeling. The findings of this study revealed that perceived usefulness (PU), perceived ease of use (PEOU), social norms (SNs), perceived quality of work life (QWL), computer self-efficacy (SE) and facilitating conditions (FC) are significant determinants of behavioural intentions (BIs) and usage of e-learning system for the Lebanese and British students. QWL, the newly added variable, was found the most important construct in explaining the causal process in the model for both samples. Differences were found between Lebanese and British students with regard to PEOU, SN, QWL, FC, SE and actual usage; however, no differences were detected in terms of PU and BI. Overall, the proposed model achieves acceptable fit and explains for 69% of the British sample and 57% of the Lebanese sample of its variance which is higher than that of the original TAM. Our findings suggest that individual, social and organisational factors are important to consider in explaining students' BI and usage of e-learning environments

Beyond Sentiment: The Manifold of Human Emotions

Sentiment analysis predicts the presence of positive or negative emotions in a text document. In this paper we consider higher dimensional extensions of the sentiment concept, which represent a richer set of human emotions. Our approach goes beyond previous work in that our model contains a continuous manifold rather than a finite set of human emotions. We investigate the resulting model, compare it to psychological observations, and explore its predictive capabilities. Besides obtaining significant improvements over a baseline without manifold, we are also able to visualize different notions of positive sentiment in different domains.Comment: 15 pages, 7 figure

Security Patchworking in Lebanon: Infrastructuring Across Failing Infrastructures

In this paper we bring to light the infrastructuring work carried out by people in Lebanon to establish and maintain everyday security in response to multiple simultaneously failing infrastructures. We do so through interviews with 13 participants from 12 digital and human rights organisations and two weeks of ethnographically informed fieldwork in Beirut, Lebanon, in July 2022. Through our analysis we develop the notion of security patchworking that makes visible the infrastructuring work necessitated to secure basic needs such as electricity provision, identity authentication and financial resources. Such practices are rooted in differing mechanisms of protection that often result in new forms of insecurity. We discuss the implications for CSCW and HCI researchers and point to security patchworking as a lens to be used when designing technologies to support infrastructuring, while advocating for collaborative work across CSCW and security research.Comment: To appear at ACM Conference On Computer-Supported Cooperative Work And Social Computing (CSCW) 202

Differences in intention to use educational RSS feeds between Lebanese and British students: A multi‑group analysis based on the technology acceptance model

Really Simple Syndication (RSS) offers a means for university students to receive timely updates from virtual learning environments. However, despite its utility, only 21% of home students surveyed at a university in Lebanon claim to have ever used the technology. To investigate whether national culture could be an influence on intention to use RSS, the survey was extended to British students in the UK. Using the Technology Adoption Model (TAM) as a research framework, 437 students responded to a questionnaire containing four constructs: behavioral intention to use; attitude towards benefit; perceived usefulness; and perceived ease of use. Principle components analysis and structural equation modelling were used to explore the psychometric qualities and utility of TAM in both contexts. The results show that adoption was significantly higher, but also modest, in the British context at 36%. Configural and metric invariance were fully supported, while scalar and factorial invariance were partially supported. Further analysis shows significant differences between perceived usefulness and perceived ease of use across the two contexts studied. Therefore, it is recommended that faculty demonstrate to students how educational RSS feeds can be used effectively to increase awareness and emphasize usefulness in both contexts