A conceptual framework for measuring the acceptance of pervasive learning

The technological innovation and advancements in smart phones and wireless communication have reformed learning techniques such as Pervasive Learning (P-learning), Mobile Learning (m learning) and Electronic Learning (e-learning). P learning is the new form of innovative technologies for learning that occurs at the user’s will at anywhere, anytime and with any mobile or handheld devices.Students using P-learning can overcome the obstacles such as poor facilities in the classroom, gender, cultural and religious barriers, hectic personal and professional lives by providing flexibility and more than one medium for learning.This research is intended to study the specific factors influencing students as to whether accept and use these new technologies (P-learning).This study extends the existing research on Technology Acceptance Model (TAM) and will develop an integrated model of P-learning acceptance.It is also expected that this research study will help provide strategies for educators in the development and implementation of courses designed to integrate technology. This study employs mixed research methods for triangulation to get the desired research results.The data for this research is collected through focus group and a cross sectional questionnaire survey

Technology-Enhanced Teaching: A Technology Acceptance Model to Study Teachers’ Intentions to Use Digital Games in the Classroom

This research to practice paper uses a Technology Acceptance Model (TAM) to explore the factors that affect teachers’ intentions to use digital educational games in the classroom. Research shows that using computers and other digital technologies like digital games is one way to influence young people’s career aspirations and improve their digital literacy. This is particularly important as the world of work is changing and emerging jobs becoming more intensive in their use of digital technologies. In the developing world and in particular Nigeria, there have been calls to improve the digital literacy skills of young people to help them make informed career choices, and fully participate effectively and equally in the digital world. However, many of the computing and digital technology education initiatives have not produced the positive results intended. The lack of awareness, readiness and buy-in of the relevant stakeholders are some of the factors that has been identified as a barrier here. For example, for computing and digital technology-based projects in schools, the success largely depends on the support and attitude of teachers. As one of the major stakeholders in the classroom, teachers need to be consulted in decisions that affect the way they deliver their lessons; especially when novel ideas and approaches that challenge tradition are introduced. It is therefore important to consider their acceptance or otherwise of digital games in the classroom. A Technology Acceptance Model (TAM) was modified to include constructs previously identified by teachers that potentially influence their intention to use digital games in the classroom. The extended TAM was developed into a questionnaire and tested with 220 teachers in Nigeria. Analyses of the results show that syllabus connectedness, perceived usefulness and self-efficacy are significant predictors of the intention of teachers to adoptdigital game-based learning in the classroom. Furthermore, the teachers' demographics including experience of teaching, age and gender all mediated the intention of the teachers to use digital game-based learning. The results and findings present recommendations for school leaders and developers of digital educational games. The practical insights from this are also important here and helpful for guiding the deployment of such games particularly in areas where such technological interventions have not been used before

The Acceptance of Learning Management Systems by Higher Education Faculty in an Educational Landscape Influenced by a Global Pandemic

This quantitative study investigated the perceptions of higher education faculty with respect to their behavioral intentions to use learning management systems and the perceived effect of COVID-19 on those intentions. An online survey was administered through private Facebook groups to faculty in higher education and listservs focused on technology in higher education. The sample size initially included 137 participants but participants were reduced to 121 due to incomplete responses on some surveys or not meeting the selection criteria for the research. The theoretical framework for this research was the intersection of the technology acceptance model and digital transformations. The data were analyzed using SPSS AMOS software to develop a structural equation model based on the technology acceptance model with the additional construct of the perceived effect of COVID-19 protocols. The results confirmed that the hypothesized model was a good fit and that COVID-19 had an effect on faculty members’ perceived ease of use, perceived usefulness, and attitude toward use of learning management systems. The results also confirmed high behavioral intentions to use learning management systems in the future. Key findings of this research included a shift in the technology acceptance model’s mediating variable that impacted the focus of professional development programs and the potential acceptance of learning management systems by higher education faculty in the foreseeable future

Determinants of Aviation Students’ Intentions to Use Virtual Reality for Flight Training

Immersive simulation technology has been incorporated into numerous training environments, including medicine, engineering, and marketing. The aviation industry, in particular, has a history of embracing technology to enhance training and has especially regulated the requirements of devices for flight training. Virtual reality (VR) is the newest technology being adapted for training purposes. Many educational institutions training providers are incorporating virtual environments (VE) and VR systems into curricula and training programs to expand educational opportunities, enhance learning, promote deep cognitive learning, and leverage the abilities of a generation of students who have adopted technology from an early age. As VR is adopted for educational purposes, researchers are conducting experiments to learning with the VE occurs at an equal or greater level than in the real world. However, research surrounding students’ perceptions of the technology and intentions to use it for training has been neglected. This is especially true in the realm of aviation and flight training. The goal of this research was to determine the factors that influence aviation students’ intention to use VR for flight training. An extended Technology Acceptance Model (TAM) was developed that incorporates elements of the Theory of Planned Behavior (TPB); factors derived from relevant, validated extended TAMs; and new factors that are theorized to impact use intention. These factors are related to aviation education, the use of VR technology in training environments, and using VR for flight training. The new model may explain flight students’ acceptance of VR for flight training as well as their intent to use the technology. A quantitative research method with a cross-sectional survey design was utilized. Descriptive statistical analysis, a confirmatory factor analysis (CFA), and a structural equation modeling (SEM) process were employed. Data were collected from aviation students enrolled in FAA-approved Part 141 pilot schools in early 2020 using a survey design. Results indicated a good model fit to answer the three research questions of the study. There were 14 hypotheses in the original model. Although one was removed, an additional relationship was discovered, validated, and added to the model. Nine of the hypotheses were supported. Eight of the nine predictor factors of the model were determined to directly or indirectly impact behavioral intention (BI). The original TAM factors had the strongest relationships. Relationships between factors particularly relevant to VR technology and aviation training were also supported. The results of the study fill a gap in the research surrounding the use of VR for flight training and the influencing factors of behavioral intention. The model may also be modified for other educational and training environments as well as other forms of immersive simulation technology

MOBILE LEARNING TECHNOLOGY: ASSESSMENT OF USERS' REQUIREMENTS, TECHNOLOGY OPTIONS, AND RECOMMENDATIONS

The Navy is in the process of implementing Ready Relevant Learning and looking at technology solutions to deliver modern training capabilities anytime and anywhere. Mobile learning is a practical option for Ready Relevant Learning. To support the Navy initiatives, we conducted a qualitative study to answer the following research questions: (1) Under what conditions will implementing mobile learning technologies provide the most value? (2) What are the requirements for delivering educational value to Navy users of mobile learning? (3) What are the pros and cons for Navy users of personal versus government-issued mobile learning devices? (4) How can Navy leaders select suitable options and deliver mobile learning? We conducted 13 semi-structured interviews of Navy active duty, reserve, and civilian personnel across ranks and job communities to answer our research questions. We found that most participants were interested in mobile learning. Still, their acceptance of mobile learning technologies is dependent on their assessment of perceived ease of use of the technology and perceived usefulness to job performance. Additionally, we found that participants’ device preferences were context-of-use dependent. Therefore, we recommend further evaluation of user requirements and to operationalize and test the usability factors identified to implement best practices for mobile learning.NPS Naval Research ProgramThis project was funded in part by the NPS Naval Research Program.Outstanding ThesisMajor, United States ArmyLieutenant, United States NavyApproved for public release. Distribution is unlimited

Identifying Factors Impacting the Intention to Use Videos of Authentic Patient Encounters by EMS Educators

The cornerstones of prehospital provider education include didactic instruction, psychomotor skills training, and hospital and ambulance clinical rotations. Increasing enrollment in healthcare education programs, limited clinical opportunities, and an increasingly technologically savvy student body are compelling educators to pursue supplementary techniques for teaching and learning. Although high fidelity simulators are becoming increasingly commonplace, other educational technologies are less widely adopted. Concomitantly, little research has been conducted exploring rationale and motivating factors for adoption and utilization of technology by EMS educators. Videos of authentic patient encounters recorded in clinical settings (VAPE) have the potential to provide students an opportunity to learn applicable content in a safe and controlled learning environment. The integration of various educational video modalities into curriculum has been shown to increase student engagement and motivation in other settings but has not been studied within the prehospital education environment. This research is designed to investigate the behavioral intention and use of VAPE by EMS program faculty and staff. A cross-sectional survey design of an extended version of the Technology Adoption Model will be employed to collect participant data. The TAM model was extended to include prior experience, technological competency, social norms, and characteristics of personality as determined by the Five Factor Model (FFM). Study participants included academic professionals who are currently working with or teaching for an accredited prehospital EMS education program and are involved in the design or instruction of curriculum. An online survey assessing attitude, prior experience, technological competency, social norms, and personality were sent to faculty and staff of currently accredited EMS education programs. Participants received the questionnaire electronically and had access to complete the survey at their convenience. A total of 148 completed surveys were included in the analysis. The sample was largely male (71.1%) with an average age of 48.9 years, with a main personality trait of conscientiousness (31%). Factor analysis resulted in the inclusion of 7 factors; perceptions of utility, stability, agreeableness, extraversion, conscientiousness, technological competency, and prior experience. A path analysis determined Factor 1: Perceptions of Utility had a strong positive impact on intention to use VAPE by EMS educators. Thematic analysis identified VAPE as a means to meet the educational needs of faculty and students and improve student learning. However, challenges to adoption were also identified and included cost, as well as administrative and technical support

Social Impact of Videos at New Media Platforms on the eLearning Acceptance during the Covid-19

In a country like Jordan, where technology acceptance and implementation are booming, eLearning acceptance has helped to cope with the current global healthcare crisis (Covid-19). This research examines the primary factors behind eLearning acceptance among Jordanian students. Employing an experimental approach and selecting a sample of n=332 respondents, using Structural Equation Modelling to assess the proposed conceptual framework, our findings indicated that perceived ease-of-use and usefulness were the primary determinants of shaping positive behavioral intentions towards eLearning acceptance. We found a strong significant mediating role of online videos to accept eLearning during the Covid- 19 outbreak and concluded that along with the primary factors of technology and behavioral intention, online videos play a strong role in accelerating eLearning acceptance

Extending The Technology Acceptance Model: Policy Acceptance Model (PAM)

Many have studied the process of acceptance and adoption of new ideas and technologies as they are introduced into society. While several models have been used to assess various influencing factors, the Technology Acceptance Model (TAM) is one that is most widely accepted. This model examines people’s acceptance of new technologies based on variables that directly correlate to how the end user views the product. This paper introduces the Policy Acceptance Model (PAM), an expansion of TAM, which is designed for the analysis and evaluation of acceptance of new policy implementation. PAM includes the traditional constructs of TAM and adds the variables of age and ethnicity. The model is experimentally assessed using a survey of people’s attitudes toward the upcoming health care reform from 72 survey respondents. The aim is that the theory behind this model can be used as a framework that will be applicable to studies looking at the introduction of any new or modified policies.

Assessing regional digital competence: Digital futures and strategic planning implications

Understanding strategic decisions aimed at addressing regional economic issues is of increasing interest among scholars and policy makers today. Thus, studies that proffer effective strategies to address digital futures concerns from social and policy perspectives are timely. In light of this, this research uses strengths, weaknesses, opportunities and threats (SWOT) analysis tool to frame a regional strategy for digital futures to enhance place-specific digital connectivity and socio-economic progress. Focus group discussions and a structured questionnaire were conducted to examine a SWOT for a digital economy strategy in the Southern Downs Region in Queensland, Australia. The findings show that while the proposed regional strategies for digital futures are susceptible to internal and external forces, strategic planning makes them manageable. The study’s findings also reveal that adaptive strategic planning can help regulate the effects of internal and external factors that shape individual and organisational responses to digital transformation, and that these factors promote regional competitiveness