A Logic of Knowing How

In this paper, we propose a single-agent modal logic framework for reasoning about goal-direct "knowing how" based on ideas from linguistics, philosophy, modal logic and automated planning. We first define a modal language to express "I know how to guarantee phi given psi" with a semantics not based on standard epistemic models but labelled transition systems that represent the agent's knowledge of his own abilities. A sound and complete proof system is given to capture the valid reasoning patterns about "knowing how" where the most important axiom suggests its compositional nature.Comment: 14 pages, a 12-page version accepted by LORI

Influencers of the Postgraduate Students’ Continuance Intention to Use E-learning at a Public University in Chengdu, China

Purpose: This study investigates how students intend to continue using e-learning at a public university in Chengdu, China. The conceptual framework of the study was built using the Technology Acceptance Model (TAM), the Information System Success Model (ISSM), and the Expectation-Confirmation Model (ECM). Computer self-efficacy, system quality, information quality, service quality, perceived usefulness, satisfaction, and continuance intention were examined their effects on continuance intention to use the e-learning platforms. Research design, data, and methodology: The data were collected from 492 postgraduate students from Xihua University. The researcher used a quantitative survey approach by distributing online questionnaires. The index of item-objective congruence (IOC) was applied and a pilot test (n=50) were conducted to evaluate the reliability using Cronbach's Alpha coefficient. Confirmatory factor analysis and structural equation modeling were employed in this study as statistical analysis tools to assess the data, the validity, reliability, factor loadings, and the path coefficient. Results: The data analysis showed that perceived usefulness had the strongest direct influence on continuance intention, consistent with the entire hypothesis. Conclusions: Administrators and educators should closely examine the variables influencing students’ intention to use e-learning platforms. They should think about improving relevant teaching strategies going forward based on the findings of this study

Determinants of Undergraduate Students’ Continuance Intention to Use E-learning of at a Public University in Chengdu, China

This study aims to examine the students’ continuance intention of using e-learning platforms in a public university in Chengdu, China. Based on the Technology Acceptance Model (TAM), Information System Success Model (ISSM), and Expectation-confirmation Model (ECM), this study comprises seven variables, including computer self-efficacy, system quality, information quality, service quality, perceived usefulness, satisfaction, and continuance intention. The researcher applied a quantitative survey approach with 497 undergraduates with at least one semester of e-learning experience in the School of Civil Engineering, Architecture, and Environment, School of Food and Bioengineering, School of Law and Sociology, and School of Science of Chengdu Xihua University. The index of item-objective congruence (IOC) was applied and a pilot test (n=50) were conducted to evaluate the reliability using Cronbach's Alpha coefficient. Confirmatory factor analysis and structural equation modeling were employed in this study to assess the data, the validity, reliability, factor loadings, and the path coefficient. The results of the data analysis confirmed that perceived usefulness indicated the most powerful direct impact on satisfaction. In conclusion, administrators and teachers should pay adequate attention to computer self-efficacy, system quality, information quality, service quality, perceived usefulness and satisfaction that have had a substantial effect on students’ continuance intention to use e-learning platforms and consider the associated teaching reform in the future according to the findings of this research