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1.
Memory performance predictions are subjective estimates of possible memory task performance. The purpose of this study was to examine possible factors related to changes in word list performance predictions made by younger and older adults. Factors included memory self-efficacy, actual performance, and perceptions of performance. The current study examined the age differences in a sample of 59 older adults (M = 76.83 years) and 52 younger adults (M = 21.19 years) on memory predictions and the accuracy of those predictions for both an immediate and delayed word recall task. While memory self-efficacy did not influence predictions for either group, perceived and actual performance at immediate recall was related to accuracy of predictions at delay for both groups. In addition, there was a significant age-by-time interaction such that older adults became more accurate over time whereas younger adults declined slightly in their prediction accuracy. These findings suggest that older adults are able to make accurate adjustments to their predictions based on both their perceived and actual performance on tasks. 相似文献
2.
The “remembered success effect” (Finn, 2010) refers to the finding that challenging academic tasks that start or end with extra opportunities for success are often preferred to challenging tasks that do not include these opportunities. Research on the remembered success effect has identified some memory processes that are thought to give rise to the effect. To date there has been no research on how experiences of remembered success relate to motivational constructs that may be associated with the effect. Accordingly, we examined how challenging math experiences designed to induce remembered success impacted individuals’ expectancies for success, positive task value and perceived costs, and how these motivational constructs related to two future task choices; expectancy-value theory posits that expectancies and task values are the most direct motivational predictors of choice. In two studies, participants completed two challenging math tasks under two conditions: a short task of all difficult problems and a longer, “extended” task that had the same number of difficult problems plus a set of moderately difficult problems. Results demonstrated that expectancies and subjective task value were higher, and perceived costs lower in the “extended” condition than in the short condition. In both experiments, the between-task difference scores (i.e., extended task minus short task) for positive task values, expectancies, and perceived costs were significantly correlated with both task choices. Notably, the positive task value difference score uniquely predicted at least one of the two choices in both experiments. Costs and expectancies were less consistent unique predictors of choice: the between-task difference in perceived costs predicted one choice in Experiment 1, but neither choice Experiment 2, and the difference in expectancies only predicted the choices in Experiment 2. 相似文献
3.
Perceptions of instructional quality: impact on acceptance and use of an online learning environment
ABSTRACTGiven the growing use of online learning environments in higher education, it is important to further unravel how students’ use is influenced by their perceptions towards these learning environments. This study includes the perceived quality of the instructional design based on the First Principles of Instruction of Merrill and students’ acceptance based on the constructs perceived usefulness and perceived ease of use of the technology acceptance model (TAM). The aim of this study is twofold: a first aim is to investigate the influence of the perceived instructional quality on students’ acceptance and the second aim is to investigate the impact of students’ acceptance and the perceived instructional quality on the quantity (i.e. course activity) and quality (i.e. course performance) of use. In this study, a Moodle-based online learning environment for learning French as a foreign language was studied. Participants were 161 university students. Structural equation modeling (SEM) indicates that the perceived instructional quality has a significant positive influence on students’ acceptance. Furthermore, students’ perceived instructional quality has a positive influence on the quality, but not on the quantity of use, whereas students’ acceptance of the online learning environment has no impact on the use of the learning environment. 相似文献
4.
Mary Helen Fagan 《学校用计算机》2013,30(2):105-121
The purpose of this study was to explore the acceptance of mobile learning by students in a higher education setting. The unified theory of acceptance and use of technology (UTAUT) was extended to include hedonic motivation, operationalized as enjoyment, as well as social influence in a field study involving the adoption of iPad mobile devices. Survey data were collected from 171 college students and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicated that enjoyment and performance expectations were important factors influencing the acceptance of mobile learning in this context. For those engaged in the mobile learning pilot project upon which this study was based, the use of the UTAUT and the results provided a theory-based empirical approach to support an assessment that the pilot project goals were achieved. Overall, students perceived iPads to be useful and enjoyable tools for accomplishing educational tasks and improving learning outcomes. 相似文献
5.
Nicolae Nistor Aytaç Göğüş Thomas Lerche 《Educational technology research and development : ETR & D》2013,61(4):733-749
The continuous development of new platforms and environments for technology-enhanced learning emphasizes the increasing importance of research in educational technology acceptance (ETA). Responding to this need, the unified theory of acceptance and use of technology (UTAUT) proposes a major ETA model. However, the UTAUT has been so far validated only in restrained contexts. The ongoing internationalization of education calls for extending ETA research and the UTAUT across national and professional boundaries. Therefore, this study aims at cross-cultural validation of the UTAUT by examining a large sample (N = 4,589) of educational technology users from three European countries, Germany, Romania and Turkey. As a first conclusion, the UTAUT questionnaire displays adequate validity, reliability, and measurement equivalence across cultures, which further enables UTAUT-based comparisons of the cultural groups. Secondly, the effect of technology use intention on the actual use behavior proves to be extremely weak. Several possible explanations are proposed along with suggestions for future research. Thirdly, for the first time in ETA research the cultural sample diversity allows the verification of correlations between acceptance and culture. Thus, this study makes headway in the integration of culture (sensu Hofstede) in the UTAUT by suggesting effects of power distance, individualism, masculinity, uncertainty avoidance and long-term orientation on performance and effort expectancy, perceived social influence, computer anxiety, technology use intention and actual use behavior. Fourthly, for educational practice the presented results suggest several ways of anticipating and supporting ETA in multicultural user groups. 相似文献
6.
This study investigated variables contributing to older adults’ information technology acceptance through a survey, which was used to find factors explaining and predicting older adults’ information technology acceptance behaviors. Four factors, including needs satisfaction, perceived usability, support availability, and public acceptance, were found using factor analysis. According to older adults’ self-reported scores, the factors of needs satisfaction and support availability are relatively more important among the four factors. According to linear regression results, the factors of needs satisfaction and perceived usability are significantly related to use intention of information technology. 相似文献
7.
This work is concerned with the issue of user performance with audio interfaces. We examine how people perform when assigned with simple purely audio tasks. We define 'user performance' as the ratio of correct score divided by the time to complete the task. A test was devised to examine how the user cognitive style classification is related to user performance when dealing with audio tasks. Performance was significantly different between all tasks except for two cases. Subjects performed best where the level of cognitive demands placed on them were low and prefer tasks that use 'Speech', rather than 'Non-Speech'. Cognitive style was not found to be a significant factor influencing performance where all subjects performed well, but subjects' Verbal-Imagery classification was found to be a significant factor for the more complex tasks. 相似文献
8.
Periods of no practice in performing a technical procedure may impact on the retention of the procedural skills required to produce VLE content. This exploratory paper reports a case study into the application of a validated skills retention model, the User Decision Aid (UDA). Use of the UDA results in a series of indicative retention rates predicting how long the procedures required to carry out Virtual Learning Environment (VLE) content production tasks will be remembered. Considerable variability in retention rates for differing VLE content production tasks was indicated. The study reveals that improvement in predicted VLE content production skills retention rates may be observed when a quality job aid is available and the mental processing complexity resulting from conducting VLE tasks is reduced. Outputs from this research can inform the design of VLEs, lead to the development of targeted training for teaching staff, and the better design of effective resources in order to mitigate skills fade in VLE content production tasks. 相似文献
9.
Siong-Hoe Lau Peter C. Woods 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):685-699
This study empirically evaluates the technology acceptance model drawn from Information Systems (IS) literature to investigate how user beliefs and attitudes influence learning-object use among higher education learners by evaluating the relationships between perceived usefulness, perceived ease of use, attitude, behavioural intentions and actual use. In the study, 601 potential learning-object users were presented with an introductory demonstration of learning objects for a Digital Systems course. Following the demonstration and practice, data on user beliefs, attitudes and intention to use learning objects were gathered, while data on actual use of learning objects was collected at the end of the semester. Subjects with prior experience using the learning objects were eliminated from further analysis, resulting in a final sample of 481 users. structural equation modelling was employed to test the hypothesised study model. The analysis showed that both the user beliefs and attitudes have significant positive relationships with behavioural intention and that behavioural intention accurately predicted the actual use of learning objects. The results extend the validity of the TAM into a learning object context and clearly pointed out that it can be used to predict users' future behaviour. 相似文献
10.
Xiaoli Wu Joost Lowyck Lies Sercu Jan Elen 《European Journal of Psychology of Education - EJPE》2013,28(2):255-274
In the field of second and foreign language learning, how various task characteristics affect language learning has been the focus of many recent studies. Much of this research examined the relationship between task characteristics and task performance without fully taking into account learner related variables. The present study aimed to assess task complexity and sequence in relation to the learner related variables drawn from the social cognitive perspective of self-regulated learning, i.e. self-efficacy beliefs and frequency of learning strategy use, as they were applied to two versions of vocabulary learning from reading tasks. The tasks designed for the present study were based on the componential framework for second language task design. With tasks and task sequence counterbalanced, 146 first-year university students (mean age?=?18.59 years) were randomly assigned to one of four groups. Results reveal a significant effect of task sequence on vocabulary learning self-efficacy beliefs, frequency of learning strategy use and task performance, and a significant interaction effect of sequence with task complexity. Findings are discussed in terms of complex interactions between task and learner factors. 相似文献
11.
Nicolas Chevalier 《Child development》2018,89(4):1283-1295
Cognitive effort is costly and this cost likely influences the activities in which children engage. Yet, little is known about how school‐age children perceive cognitive effort. The subjective value of cognitive effort, that is, how valuable or costly effort is perceived, was investigated in seventy‐three 7‐ to 12‐year‐olds using an effort discounting paradigm. In two studies, it varied with task difficulty but not age, was predicted by actual effort engagement but not actual success and related to trait interest in effortful activities and proactive control engagement. Children are sensitive to cognitive effort and use it to guide behaviors, suggesting that poor performance may often reflect reluctance to engage cognitive effort rather than low ability. 相似文献
12.
邱碧珍 《福建工程学院学报》2016,(3):289-294
在分析技术接受模型（technology acceptance model,TAM）和任务技术匹配（task technology fit,TTF）整合的必要性的基础上,运用基于TAM和TTF整合的信息技术接受模型,采取二手资料和开放式问卷调查获取影响因素,构建出P2P网络借贷投资者接受模型。模型研究表明:感知风险是阻碍投资者使用P2P平台进行投资的最重要的影响因素。感知有用、感知收益和感知信任从一定程度上能促进投资者使用P2P平台进行投资。政策法规、P2P平台的质量、主观规范、感知行为控制对P2P平台投资也会产生一定的影响。同时,结合本研究模型提出了针对P2P平台应用和推广的建议。 相似文献
13.
We investigated whether the valence of performance feedback provided after a task, would affect participants’ perceptions of how much mental effort they invested in that same task. In three experiments, we presented participants with problem-solving tasks and manipulated the presence and valence of feedback between conditions (no, positive, or negative feedback valence), prior to asking them to rate how much mental effort they invested in solving that problem. Across the three experiments–with different problem-solving tasks and participant populations–we found that subjective ratings of effort investment were significantly higher after negative than after positive feedback; ratings given without feedback fell in between. These findings show that feedback valence alters perceived effort investment (possibly via task perceptions or affect), which can be problematic when effort is measured as an indicator of cognitive load. Therefore, it seems advisable to measure mental effort directly after each task, before giving feedback on performance. 相似文献
14.
Timothy Teo 《Interactive Learning Environments》2016,24(4):745-757
The aim of this study is to examine the factors that influenced the use of Facebook among university students. Using an extended technology acceptance model (TAM) with emotional attachment (EA) as an external variable, a sample of 498 students from a public-funded Thailand university were surveyed on their responses to five variables hypothesized to predict their actual use of Facebook. Data were analysed using structural equation modelling and the results showed that perceived usefulness (PU), attitude towards technology use (ATU), and EA had direct and significant influences on actual use, while perceived ease of use (PEU) was an indirect determinant of Facebook use. EA has direct and significant influences on all core variables in the TAM: PU; PEU; ATU; and actual use. Together, the PU, ATU, and EA explained 35.1% of the variance in students' usage of Facebook. Relatively, the variation in ATU and PU accounted by their determinants amounted to 55.5% and 50.2%, respectively. 相似文献
15.
This study examined how mothers' scaffolding predicts preschoolers' metacognitive strategies and task performance. N = 132 preschoolers and their mothers participated in the study. Problem-solving tasks were solved in mother-child interactions and independently. Mothers' scaffolding (means; cognitive, metacognitive, autonomy support) and mother-child task performance were coded during mother-child interactions. Children's metacognitive strategies and task performance were coded during child-alone problem-solving. Path-model analyses found that mothers' metacognitive support was negatively – and autonomy support positively – associated with mother-child task performance. Mothers' scaffolding means served different scaffolding intentions, building two scaffolding strategies: (1) Mothers using more scaffolding means provided more cognitive support, which was related to lower levels of children's metacognitive strategies. (2) Mothers using fewer scaffolding means provided more autonomy support, which was related to higher levels of children's metacognitive strategies. This study demonstrates the importance of examining scaffolding strategies and shows that different scaffolding strategies may be relevant in joint and child-alone problem-solving. 相似文献
16.
The paper analyzes the current condition of the use of virtual learning environment(VLE) in Zhejiang University of Chinese Medicine. It is indicated that students show a positive attitude toward this technology, but the use of it fails to meet students' perception. In light of this, recommendations are made with a view to enhance the use of VLE. 相似文献
17.
温州在校大学生接受移动学习的影响因素分析——基于扩展技术接受模型的实证研究 总被引：1，自引：0，他引：1
文章基于技术接受模型,增加感知财政成本和资源优化性两个外部变量,提出了针对大学生移动学习的扩展技术接受模型,对影响大学生接受移动学习这种新型学习方式的关键因素进行了实证分析和检验。研究发现,资源优化性、感知财政成本、感知有用性、感知易用性是直接影响大学生接受移动学习的重要因素。 相似文献
18.
There have been significant advance in educational technology but they have not always brought about measurable shifts in user behavior. This study examined the relationship between teachers’ knowledge about a tool and their use of that tool. In many secondary schools use of a Learning Platforms (LPs) is no longer optional although the degree of engagement with the technology remains a matter of choice. However, individual decisions to use selected functionalities of these systems are not well captured in current models of technology acceptance. In a best-case scenario, self-reported possible and actual use of LPs was acquired for 50 teachers from eight technology-rich schools. Three key barriers to use were identified: the functionality of the software, workloads and personal interest. Based on teachers’ knowledge of LP functionality and perceived barriers to use, four distinct groups of teachers emerged. A low-user group identified all three barriers, showed little enthusiasm for use of this technology and had a markedly impoverished perception of the LP. There were three distinct higher use groups based on perceived barriers. While the functions used by these three groups showed less variation, with innovative functions such Blogs and Wikis remaining aspirational, there were differences in how such limitations were viewed. Whether the response was one of complacency and frustration has implications for professional development programmes. 相似文献
19.
David A. Sprenger Adrian Schwaninger 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):857-877
The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e-learning (the general extended technology acceptance model for e-learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies—one using TAM and one using GETAMEL—we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e-lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision-makers and educators on whether students will use a technology before investing in it.
Practitioner notes
What is already known about this topic- The technology acceptance model helps decision-makers to determine whether students and teachers will adopt a new technology.
- Technology acceptance is typically measured after users have used the technology for three to twelve months.
- Perceived usefulness is a strong predictor of intention to use the technology.
- The predictive power of perceived ease of use for the intention to use varies from insignificant to strong.
- For the four digital learning technologies (classroom chat, classroom response system, e-lectures and mobile virtual reality), we measure technology acceptance after a video demonstration and again after three months of usage.
- Using structural equation modelling, we are able to predict intention to use after three months, with perceived usefulness measured after the video demonstration.
- We replicate these findings with a second study using the general extended technology acceptance model.
- Short video demonstrations can provide information for educators to predict whether students will use a technology.
- Early impressions of perceived usefulness are very important and valuable to predict whether students will use a technology.
20.
Peer acceptance is an important facilitator for the success of inclusive education. The aim of the current study is twofold: (1) to examine how classroom goal orientation is associated with children’s acceptance of peers with learning difficulties; and (2) to evaluate the effectiveness of a storytelling programme with drama techniques on children’s acceptance of peers with learning difficulties. The participants were 86 Grade 3 students from a Hong Kong primary school, randomly assigned to an experimental group (n = 45) and a control group (n = 41). The findings indicated that the more the students perceived that their classroom was performance-approach oriented, the less they would accept their peers with learning difficulties in doing things together. After the intervention, the students in the experimental condition, compared to their counterparts in the control group, were more likely to render financial assistance and have affective acceptance to their peers with learning difficulties. 相似文献