Predicting Students’ Continuance Intention Related to the Use of Collaborative Web 2.0 Applications

One of the main prerequisites for the implementation of collaborative Web 2.0 applications in higher education is their acceptance by students. With the objective to identify the predictors of students’ satisfaction and their intentions related to further use of collaborative Web 2.0 applications, a two-part research was conducted. After completing the collaborative educational activities by means of Google Docs, students were asked to fill out a post-use questionnaire. The aim of this paper is to examine the psychometric characteristics of the research framework which reflects the interplay among relevant aspects of Technology Acceptance Model (TAM) and Expectation-Confirmation Theory (ECT). Empirical findings and practical implications are presented and discussed

LMS continuance among students and lectures in northern Malaysian public universities through expanded expectation confirmation theory (ECT) perspective

Learning Management System (LMS) is a system that especially developed and broadly applied for teaching and learning process. This thesis aims to investigate users’ expectation in using LMS for their teaching and learning process among higher education institutions. In detail, this thesis was conducted to determine students’ and lecturers’ expectations on using LMS and define their future need on LMS. For the purpose of this study, a survey which involved 727 students and lecturers from the northern region public university was carried out. This thesis used expanded Expectation Confirmation Theory (ECT) to find users’ expectation in accepting LMS. In addition, six main variables include perceived usefulness (PU), perceived ease of use (PEOU), confirmation (CON), perceived enjoyment (PE), satisfaction (SAT) and continuance intention (CI) on LMS usage were used to find the relationship between the selected variables that influence users’ intention to use LMS in their teaching and learning. A structured questionnaire was designed where data were analysed by SPSS 20.0 to determine the relationship between the selected variables. The findings show that PU, PEOU, CON, PE, SAT and CI were significantly important determinants to predict users’ intention to use LMS continuously

E2.0 Post-Adoption: Extending the IS Continuance Model Based on the Technology-Organization-Environment Framework

This paper extends the IS continuance model to improve our understanding of the determinants of E2.0 post-adoption. Our proposed research model incorporates four constructs into the IS continuance model: firm size, firm scope, subjective norms and competitive pressure based on the TOE framework. Results from a survey of customers of a leading E2.0 in China supported our model. We find that organizational and environmental context factors including subjective norms and competitive pressure significantly influence enterprises’ intention to renew their E2.0 service. Perceived usefulness and satisfaction are no longer the strongest predicators of continuance usage in the context of enterprise system

The behavioural intention to use Facebook among Malaysian public universities as technology alternative tool for e-learning: the mediating role of end user satisfaction

Nowadays, Facebook is one of the most popular Social Networking Sites (SNS) among the tertiary education students. This site is seen to be used as technology alternative to support the main Learning Management System (LMS) that is provided by the university. However, the real situation nowadays, the students prefer to use Facebook compares to LMS as their e-Learning tool for communicating and sharing knowledge among them. Two well-known models are integrated in this study which is Unified Theory of Acceptance and Use of Technology (UTAUT) and End User Computing Satisfaction (EUCS) for better understanding the vital factors that stimulate students' Behavioural Intention (BI) in using Facebook as e-Learning tool. The sample size comprised of 472 students in Malaysia's Public Universities taken through the quota sampling technique. Thus, the total of 411 usable questionnaires was used for further analysis. Based on data analysis by utilizing PLS SEM method, the results supported the hypothesized of direct effects relationship between all four core factors of UTAUT (Performance Expectancy, Effort Expectancy, Social Influence and Facilitating Conditions) and EUCS on BI. Meanwhile, EUCS mediated the relationship between all four core factors of UTAUT on BI. These findings also supported the view that the integration between satisfaction and acceptance models increases the exploratory power on the users' behaviour of interest in using information technology. Lastly, theoretical, methodological and practical implications are discussed

Educational Uses of Augmented Reality (AR): Experiences in Educational Science

Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself

A Multi-Dimensional Measurement Model for Assessing the Pre-Adoption of Open Learner Models in Technology-Mediated Teaching and Learning: A Pilot Study

Visualizing learners’ information through the development of open learner models for improving the effectiveness of teaching and learning has attracted much attention in technology-mediated learning. There is, however, a lack of research in exploring the acceptance of open learner models in the pre-adoption of this model. This paper develops a multi-dimensional measurement model for assessing the pre-adoption of open learner models from the learners’ perspective. A pilot study is carried out to confirm the reliability and validity of the measurement model based on the data collected from 300 respondents using an online survey distributed in a higher education institution in Malaysia. This model provides a useful set of guidelines for educational institutions in developing efficient and effective policies to promote the adoption of open learner models in technology-mediated learning towards improving the performance of technology-mediated teaching and learning

Antecedents Of Information Systems Habit In Sporadic Use Of Learning Systems: Personalization And Peer Effects

Research on Information Systems (IS) habit formation has been focused mostly on IS habit’s effect on IS continuance. Antecedents of IS habit formation, as reported in the literature, are primarily on users’ prior behavior and comprehensiveness of usage. Most of the literature focus on analyzing the relationship between users’ IS usage behavior and IS habit. Limited work has been reported to investigate genuine and practical ways to develop IS habit, as well as to address the issue of sporadic IS usage, which leads to different interpretations on IS habit and continuance. This study purports to address the theoretical gap on issues related to IS habit antecedents and sporadic IS usage habit in the educational context. Adopting an empirical survey in universities’ (sub-degree and postgraduate settings) learning systems usage, data from cross-sectional survey on learning systems usage on per-course basis is analyzed. Theoretically, our results suggest that IT functionality design (personalization) and social factor (peer effect) have strong and positive relationship on IS habit with respect to the sporadic usage nature of course based learning systems. Practically, we suggest some dimensions for teachers on curriculum design that facilitate IS habit development, e.g., maintaining an online community with substantial student peer input at the early stage of a course

Gamifying the First Programming Class: Outcomes and Antecedents of Continued Engagement Intention

Gamification is applying games in non-game contexts. This study uses card game plays to gamify assessment activity in the first programming class. An experimental study with one-group and post-test are conducted to test the perceived usefulness of the gamifying evaluation method and verify the proposed research model, based on Expectation Confirmation Theory; IT Continuance Model. Students perceive the usefulness of gamifying take-home exams in terms of increasing understanding, problem solving, creativity, and confidence more than the traditional ones. This study provides empirical supports for the relationship between performance and satisfaction and the influence of satisfaction on continued engagement intention of the game plays in classroom settings. The results could be applied to relax students’ anxiety in the programming course\u27s testing

The Assessment of Attitude and Behavioral Intention of E-Learning Among Art and Design Students of Chengdu Textile College in China

Purpose: With the pandemic outbreak worldwide, electronic learning has been increasing in higher education. It is critical to survey students’ willingness to utilize e-learning. Thus, the purpose of the research is to study the factors significantly impacting on perceived usefulness, attitude, and behavioral intention of e-learning in college education among art and design significant students at Chengdu Textile College (CTC) of Sichuan Province in China. Research design, data, and methodology: A quantitative approach was applied with 500 samples and distributed questionnaires to target art school students at Chengdu Textile College. The sampling methods for data collection involve judgmental, quota and convenience sampling. The Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) were applied in statistical analysis, including model fits, validity and reliability of constructs, and hypothesis testing. Results: The results of the study confirm that the causal relationships among self-efficacy, perceived ease of use, social influence, and performance expectancy on perceived usefulness, attitude, and behavioral intention toward e-learning utilization. Conclusion: This study contributes to educators to put forward suggestions for college education management, curriculum designers, and researchers to get better acquainted with e-learning and make active implementation due to students’ higher perceived usefulness and active attitude and willingness of electronic learning utilization

Unified Theory of Acceptance and Use of Technology: A Synthesis and the Road Ahead

The unified theory of acceptance and use of technology (UTAUT) is a little over a decade old and has been used extensively in information systems (IS) and other fields, as the large number of citations to the original paper that introduced the theory evidences. In this paper, we review and synthesize the IS literature on UTAUT from September 2003 until December 2014, perform a theoretical analysis of UTAUT and its extensions, and chart an agenda for research going forward. Based on Weber’s (2012) framework of theory evaluation, we examined UTAUT and its extensions along two sets of quality dimensions; namely, the parts of a theory and the theory as a whole. While our review identifies many merits to UTAUT, we also found that the progress related to this theory has hampered further theoretical development in research into technology acceptance and use. To chart an agenda for research that will enable significant future work, we analyze the theoretical contributions of UTAUT using Whetten’s (2009) notion of cross-context theorizing. Our analysis reveals several limitations that lead us to propose a multi-level framework that can serve as the theoretical foundation for future research. Specifically, this framework integrates the notion of research context and cross-context theorizing with the theory evaluation framework to: 1) synthesize the existing UTAUT extensions across both the dimensions and the levels of the research context and 2) highlight promising research directions. We conclude with recommendations for future UTAUT-related research using the proposed framework