Adoption and use of learning management systems in education: The role of playfulness and self-management

This article investigates the factors affecting primary and secondary education teachers' behavioral intention to adopt learning management systems (LMSs). Information technology (IT) innovations have the power to change the way we work, educate, learn, and basically the way we live. The effect of IT innovations on education makes it critical to understand the current usage situation of LMSs and the factors affecting their adoption by teachers. The unified theory of acceptance and use of technology (UTAUT) was extended with factors from education and game-based learning literature. In order to see the effect of individual- and organizational-level characteristics, multi-group structural equation modeling (SEM) analysis was conducted and discrepancies in relationships were reported. Evaluation of users and non-users and teachers of different fields were also compared to each other. The findings of this study not only contribute to theory through the development and testing of a thorough model relating technology features and individual characteristics to behavioral intention to use, but also offer strong implications for practitioners who would like to increase LMS usage and create a more effective learning environment.WOS:000615607100001Scopus - Affiliation ID: 60105072Scopus - Affiliation ID: 60105072Science Citation Index Expanded - Social Sciences Citation IndexQ2 - Q3ArticleUluslararası işbirliği ile yapılmayan - HAYIRFebruary2021YÖK - 2020-2

Examining Student Satisfaction and Gender Differences in Technology-Supported, Blended Learning

Recently, blended learning has become popular in higher education. In this study, we aim to investigate influential factors that could impact student learning in this young and relatively immature environment. Factors from three perspectives – students themselves, instructors, and institutional support – were examined. Specifically, these factors are students’ computer self-efficacy, instructor characteristics, and facilitating conditions. A research model was developed to systematically assess their impacts on students’ perceived accomplishment, perceived enjoyment, and satisfaction toward the blended class. We also explored the gender differences by testing the research model on the two genders respectively. Interestingly, we found that for female students all three factors had significant impacts on their perceived accomplishment and perceived enjoyment, which in turn significantly impacted their learning satisfaction; however, for male students, no significant impact was found from computer self-efficacy to either perceived accomplishment or perceived enjoyment (the other two factors were significant)

Enhanced technology acceptance model to explain and predict learners' behavioural intentions in learning management systems

A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of PhilosophyE-learning has become the new paradigm for modern teaching moreover, the technology allows to break the resurrection of time and place by enabling people to learn whenever and wherever they want. In information system research, learners' acceptance of e-learning can be predicted and explained using technology acceptance models. This research developed enhanced technology acceptance model to explain students' acceptance of learning management systems (LMSs) in Saudi Arabia. The research model aims to investigate the viability of TAM constructs in a nonwestern country. Moreover, due to the cultural impact of the Saudi Arabian culture towards genders, the research addresses the moderating effect of gender towards LMSs acceptance. The developed model variables identification focuses on two motivation aspects, extrinsic and intrinsic. The developed model consisted of ten variables in total, which can be categorised into three groups. First, the extrinsic variables consisting of information quality, functionality, accessibility, and user interface design. Second, the intrinsic variables are consisting of computer playfulness, enjoyment, and learning goal orientation. Third, the TAM variables consisting of perceived usefulness, perceived ease of use and behavioural intention. Moreover, to validate and examine the developed model, a questionnaire tool was developed for data collection. Furthermore, the data was collected from electronically from three universities over six weeks. The research findings supported the developed model. Additionally, the identified variables were good critical in predicting and explaining students' acceptance of LMSs. The research applied structural equation modelling for statistical analysis using IBM AMOS. The research results confirmed the applicability of the developed model to explain the Saudi students' acceptance of LMSs. The developed model explained high variance among the dependent variables outperforming the excising models. The research improved the explanatory power of the TAM model through the identified variables. Furthermore, the research results showed that the extrinsic variables were stronger predictors of students' perceived usefulness, perceived ease of use and behavioural intention. In addition, the results showed that males and females perception towards the LMS was significantly different. The male students' acceptance towards LMSs was higher than females. Moreover, enjoyment was the stronger determinant of females' behavioural intention

Social Networks among Students, Peer TAs, and Instructors and Their Impacts on Student Learning in the Blended Environment: A Model Development and Testing

Due to its flexibility and effectiveness, blended learning has become popular in higher education. Previous studies have discussed and presented various methods and cases that one can use and leverage in blended courses. Other studies have described and examined the technology and/or systems that support blended learning. However, no research has examined student learning from the social network perspective. Compared with traditional face-to-face instruction, blended learning incorporates a great portion of online activities. Thus, blended learning typically features fewer interactions among students, teaching assistants (if any), and instructors. Therefore, we need to examine whether and how (if any) social networks among students, peer teaching assistants, and instructors could influence student learning in the blended environment. To do so, we developed and tested a research model with a large sample size of 699 students who took a blended class. The results indicated that all three types of networks (including student-student networks, student-peer TA networks, and student-instructor networks) significantly influenced both social presence and interaction, which, in turn, had significant impacts on learning climate and perceived academic performance

Mobile Learning Adoption: A perspective from a Form Six Students in Sabah, Malaysia

Despite the availability of studies on mobile learning adoption, its theoretical foundations have not yet matured. However, studies on mobile learning adoption in the context of form six student in Malaysia is still very limited. Against this concern, a study was conducted with the aim of investigating factors that could influence the adoption of mobile learning. Based on The Unified Theory of Acceptance and Use of Technology (UTAUT) and two other variables which are Perceived Playfulness and Self-Directed Learning, an empirical structured has been developed to identify predictors of mobile learning. A self-administered questionnaire was adopted and a total of 314 responses were employed for the analysis, using Structural Equation Modelling (SEM). The findings of the analysis revealed that all key constructs (except social influence) affect mobile learning adoption among form six students. Besides that, Self-Directed Learning become the strongest predictor and followed by Effort Expectancy. These findings provide crucial implications for educators and practitioners to take individual characteristic (Self-Directed Learning) into consideration while promoting mobile learning. This study represents one of the few attempts to reveal the extended UTAUT model could be increased explanation power of technology acceptance by the users. Directions for future study are suggested at the end of the paper

Do Learners’ Characteristics Matter? An Exploration of Mobile-learning Adoption in Self-directed Learning

This paper aims to identify individual characteristics that motivate learners to use mobile-learning. It sheds light on our current knowledge by a) examining an m-learning adoption model which accounts for learners’ characteristics (learning style and personal innovativeness) in addition to previously studied mobile platform characteristics and b) considering the context in which learning occurs (formal and informal). A framework has been introduced and empirically tested. Results suggest that individuals’ learning style and perceived playfulness influence m-learning usage in both learning situations; while performance expectancy and personal innovativeness are only influential in specific learning contexts. This study highlights the role of learners’ characteristics in m-learning adoption and emphasizes the importance of distinguishing between various types of m-learning. This multi-disciplinary research enriches m-learning literature and offers practical implications for educators using mobile technologies as well as developers of virtual learning platforms

Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model

The development of Internet technologies and new ways of sharing information has facilitated the emergence of a variety of elearning scenarios. However, in technological areas such as engineering, where students must carry out hands-on exercises and laboratory work essential for their learning, it is not so easy to design online environments for practicals. The aim of this experimental study was to examine students' acceptance of technology and the process of adopting an online learning environment incorporating web-based resources, such as virtual laboratories, interactive activities, and educational videos, and a game-based learning methodology. To this end, their responses to an online questionnaire (n?=?223) were analyzed using structural equation modeling. The study was based on the technology acceptance model (TAM), but included and assessed other factors such as perceived efficiency, playfulness, and satisfaction, which are not explained by the TAM. Our results confirm that this extension of the TAM provides a useful theoretical model to help understand and explain users' acceptance of an online learning environment incorporating virtual laboratory and practical work. Our results also indicate that efficiency, playfulness, and students' degree of satisfaction are factors that positively influence the original TAM variables and students' acceptance of this technology. Here, we also discuss the significant theoretical and spractical implications for educational use of these web-based resources

The Adoption of Blended Learning in Non-Formal Education Using Extended Technology Acceptance Model

This study aims to determine the influencing factors for understanding the intention of the learners in Non-Formal Education to use Blended Learning. In addition, it aims to investigate the relationships of the factors in a theoretical model. This study was conducted due to the lack of research in the world that discusses the adoption of Blended Learning in Non-Formal Education in Developing Countries such as Indonesia. Blended Learning at Non-Formal Education in the Covid-19 era is needed because the education institution has a limited place to accommodate more learners. A questionnaire based on google form was used to collect data. A sample of 566 users of Blended Learning from Non-Formal Education Institutions in Indonesia were used.  All variables from the theoretical model are measured using existing scales.  Structural Equation Model (SEM) was used to analyze the theoretical model.  SPSS and Amos were used as the software tools. This research contributes to the theoretical understanding of Blended Learning adoption as well as practice and provide guidance for Non-Formal Education to successfully implementing Blended Learning in their institutions. From the thirteen initial hypotheses, there are nine significant hypotheses. Three hypotheses with the largest magnitude are SI -> PU, CE -> PEU, and PU -> BI.  SI is the most influencing factor in the adoption of blended learning at non-formal education institutions

Use and Acceptance of Social Technologies by Internet Banking Services Users in the Middle East

Bankers worldwide are interested in user´s behaviour in adopting technology-enhanced banking services. This paper analyses the factors that affect the adoption of social technology by users of internet banking services in the Middle East context. The Technology Readiness and Acceptance Model is applied to data from a survey of 338 users in Egypt, Jordan, Kuwait, Lebanon and Saudi Arabia. Findings indicate that technology readiness plays an important role in forming the perceived ease of use. Another main finding is that, contratry to previous research, only perceived ease of use and playfulness influence on the intention to continuous use of these services.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech