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1.
The purpose of this research is to investigate pre-university science Collège d’enseignement général et professionnel (CEGEP) students’ behavioral intentions towards using online learning technologies. Heretofore, CEGEP students’ use of technology has received scant attention, yet online learning technologies are found to play an increasingly important role in CEGEP classrooms today. The present study seeks to address this by examining CEGEP students’ use of online learning technologies. Our main research question was: What factors affect CEGEP students’ intentions to use online learning technologies? A total of 213 CEGEP students were surveyed, the resulting data was analyzed using the technology acceptance model (TAM; Davis MIS Quarterly, 13(3), 319, 1989). The findings of this research provide guidance for future implementations of online learning technologies in the CEGEP education system. 相似文献
2.
The Technology Acceptance Model (TAM) is a key model describing teachers' intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising 300 correlations. We evaluate the overall fit of the TAM and its structural parameters, and quantify the between-sample variation through meta-analytic structural equation modeling. The TAM fitted the data well, and all structural parameters were statistically significant. On average, the TAM variables explained 39.2% of the variance in teachers' intentions to use technology. Several sample, measurement, and publication characteristics, including teachers’ experience and the representation of the TAM variables, moderated the relations within the TAM. Overall, the TAM represents a valid model explaining technology acceptance—however, the degree of explanation and the relative importance of predictors vary across samples. Implications for further research, in particular the generalizability of the TAM, are discussed. 相似文献
3.
高校 MOOC 平台建设要考虑学生对平台的接受度。基于技术接受模型（TAM）对学生接受大规模在线学习意愿进行实证研究,构建 MOOC 平台接受度模型,对学生选择某一平台进行学习的影响因素作出合理假设与验证。分析得出影响因素主要集中于在线学习方式、与平台匹配度、用户满意度、学习效果等方面。该结论可作为平台改进及升级依据,也可为引进新平台提供数据参考。 相似文献
4.
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
5.
学生用户的使用意愿是衡量网络教学资源库建设成败的重要标准。然而国内对其的关注却很有限。文章以技术接受模型为分析依据,选择档案学教学资源库作为具体研究对象,在假设感知有用性、感知易用性、感知成本、创新性、社会影响、态度六种因素共同影响用户对档案学教学资源库使用意愿的基础上,提出了档案学教学资源库实施的用户接受模型,并通过问卷调查和结构方程模型(SEM)进行实证研究,以验证模型和假设的科学性与合理性,从而为推动网络教学资源库的建设和发展提供启示与思路。 相似文献
6.
Educational games are increasingly used in informal and formal educational settings for promoting active learning and gaining students’ interest in cognitively demanding subjects, such as programming. However, empirical studies that investigate the true impact of educational games on teaching and learning programming, especially to small aged students, are limited. This article presents the results of a pilot study that utilized the educational game Run Marco for teaching basic programming concepts to primary school students. Students’ performance was studied through specially designed worksheets, while their acceptance of the intervention was evaluated through a questionnaire that was based on the principles of the Technology Acceptance Model (TAM). The results of the pilot study showed that the educational game supported students in comprehending basic programming concepts, while the results regarding the acceptance of its usage in the learning process were quite positive. However, the game did not succeed in raising students’ interest as expected and further research is necessary in order to study the reasons for this fact and make informed choices on designing and utilizing such games. 相似文献
7.
In this study, we examine the effects of individual-level culture on the adoption and acceptance of e-learning tools by students in Lebanon using a theoretical framework based on the Technology Acceptance Model (TAM). To overcome possible limitations of using TAM in developing countries, we extend TAM to include subjective norms (SN) and quality of work life constructs as additional constructs and a number of cultural variables as moderators. The four cultural dimensions of masculinity/femininity (MF), individualism/collectivism, power distance and uncertainty avoidance were measured at the individual level to enable them to be integrated into the extended TAM as moderators and a research model was developed based on previous literature. To test the hypothesised model, data were collected from 569 undergraduate and postgraduate students using e-learning tools in Lebanon via questionnaire. The collected data were analysed using the structural equation modelling technique in conjunction with multi-group analysis. As hypothesised, the results of the study revealed perceived usefulness (PU), perceived ease of use (PEOU), SN and quality of work life to be significant determinants of students’ behavioural intention (BI) towards e-learning. The empirical results also demonstrated that the relationship between SN and BI was particularly sensitive to differences in individual-cultural values, with significant moderating effects observed for all four of the cultural dimensions studied. Some moderating effects of culture were also found for both PU and PEOU, however, contrary to expectations the effect of quality of work life was not found to be moderated by MF as some previous authors have predicted. The implications of these results to both theory and practice are explored in the paper. 相似文献
8.
随着无线通信技术的飞速发展和移动设备的深入普及,移动学习作为一种新的学习方式逐渐进入大学生的校园生活。但实践中大学生对移动学习的应用情况与其对移动设备的热情并不匹配,大学生对移动学习的接受和运用不足现象严重。到底哪些因素影响着大学生接受移动学习？关于移动学习的采纳与接受,已有的研究主要采用技术接受模型（TAM模型）,试图探究影响一般社会群体接受移动学习的因素。TAM模型应用存在一定的局限性,拓展的技术整合和接受理论模型（UTAUT模型）在信息接受模型中具有更好的解释力。以UTAUT模型为基础,利用问卷调查和多元回归分析对北京师范大学学生的研究发现,成就价值、绩效期望、使用经验、感知娱乐性和社会影响等因素对大学生接受移动学习有显著性影响,因此应从加强校园宣传与环境建设、改进移动学习资源设计等方面,提升大学生对移动学习的接受水平。 相似文献
9.
ABSTRACT This study utilized the Technology Acceptance Model (TAM) to examine practicum teachers’ current use of mobile technology and their intentions of use in the future. A survey was conducted to better understand the relationship between practicum teachers and their potential assimilation of technology into classroom practice. The survey questionnaire was administered to 100 undergraduate students at [institute withheld], [country withheld]’s teacher preparatory university. The following four key constructs of the TAM were assessed: perceived ease of use (PEU), perceived usefulness (PU), subjective norm (SN), and behavioural intention to use (BIU). The impact of practicum teachers’ gender and academic subjects on their acceptance of technology were also investigated. The present study found strong links between PEU and PU. While practicum teachers perceived mobile technology as being useful and intended to use it in their classrooms, BIU was not significantly impacted by PEU, PU, or SN. The data also suggested that gender did not affect BIU while practicum teachers’ academic subjects might be an indicator of their future intentions to use mobile technology. With these findings, recommendations are made to further improve the integration of mobile technology in classroom practice. 相似文献
10.
This study explored the antecedents of students’ intention to participate in computer-based course evaluation. The study proposed an extended Technology Acceptance Model (TAM) that integrated subjective norm and perceived relevance into TAM. Based on the responses from 149 business school students in Macao, the study identified the direct and indirect effects of subjective norm and perceived relevance on perceived ease of use, perceived usefulness and students’ intention to participate in computer-based course evaluation. The results of structural equation modelling showed that subjective norm had a positive, strong and significant effect on perceived relevance that in turn affected perceived ease of use and perceived usefulness. Besides, subjective norm and perceived usefulness had direct effects on students’ intention to participate in computer-based course evaluation. Thus, subjective norm played a major role in affecting Chinese students’ participation in course evaluation. 相似文献
11.
The study builds on a newly modified Technology Acceptance Model (TAM) to substantiate the motivation and operation of teachers’ utilization of online learning resources. A ‘Comprehensiveness’ construct is proposed in the modified TAM to reflect the breadth and depth of rich online knowledge. This new construct serves as the mediator between ‘Usefulness’ and ‘Behavioral Intention’ in the new TAM structure. In addition, the ‘Ease of Use’ factor in conventional TAM is proposed to moderate the mediation in the modified TAM. Survey data are collected from 301 teachers undertaking certified training in Macau and Structural Equation Model (SEM) technique is used to assess the model. Moderated mediation is evaluated using both multi-group bootstrapping method and moderated path analysis method. Both methods verify the presence of moderated mediation with partial mediation in high Ease of Use values and full mediation in low Ease of Use values. Theoretical implication of the current study extends the coverage of TAM applications and academic implication suggests the strengthening in teachers’ professional development and government sponsorship in building repositories of online resources. 相似文献
12.
This study advances the understanding of the process by which students accept and use e-learning environments. This is a key aspect in studying the online behaviour of students, as it directly influences their conduct in their capacity as users of learning products. To address the lack of empirical data on the adoption of this type of learning environment, we present and validate a model of the phenomenon. The study considers the utilitarian aspects included in the technology acceptance model (TAM) and also an aspect of intrinsic motivation for an individual, flow, to enhancing the explanatory power of the models presented. Based on a sample of 2,574 students, structural equation modelling is used to test the model. We identify the effect of flow on perceived ease of use, perceived usefulness and on the actual usage of the e-learning environment, demonstrating the importance of this factor as a complement to the components of the TAM. 相似文献
13.
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.
What this paper adds - 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.
Implications for practice and/or policy - 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.
相似文献
14.
To maximize the advantages of the tablet personal computer (TPC) at school, this technology needs to be accepted by students as new tool for learning. With reference to the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology, the aims of this study were (a) to analyze factors influencing high school students' acceptance of TPCs and (b) to detect any difference in this influence considering the frequency of TPC use, students' gender, and school grade. Two hundred and ninety-six students from six high schools in the Milan area participated in the study. Data were collected using an online survey. The results showed that empowerment in learning, perceived usefulness, and support conditions affect learning use, and empowerment in learning and affect influence communicative use of TPCs. The implications of these results are discussed. (Keywords: tablets, acceptance, digital technologies, high school, path analysis) 相似文献
15.
This study examined how a well‐established Technology Acceptance Model (TAM) could predict teachers' intentions to continue using e‐learning for professional development based on perceived ease of use and usefulness. Although studies have shown social interactions are important to teachers, no study has analyzed the mediating influence of social presence and sociability within e‐learning professional development. Therefore, the original TAM was expanded to encompass user perceptions of social presence and sociability. Structural equation modeling was used to measure the mediating affects on their intention to continue using e‐learning for their professional development. The results indicate that the expanded hypothesized model was a good predictor of continuance intention. Perceived ease of use, perceived usefulness and social presence were found to be significant determinants of teachers' intent to continue using e‐learning to meet their future professional development needs. The results have implications for educational leaders, designers and facilitators who want to promote teacher online professional development and embed e‐learning conditions that will be readily embraced by classroom teachers. 相似文献
16.
Past research has indicated that it is imperative to promote a feeling of positive self‐competence at a younger age. Forty‐eight preschoolers (living in the USA = 26; living in India = 22) between the ages of three and five years participated in the study. The children attended preschools in either the USA or India. The children’s perception of self‐competence was measured using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Harter & Pike, 1984 Harter, S and Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55: 1969–1982. [Crossref], [PubMed], [Web of Science ®] [Google Scholar]). The scale has four subscales: Cognitive Competence, Physical Competence, Peer Acceptance, and Maternal Acceptance, each composed of six items. A one‐way (2: country of domicile) ANOVA was conducted on each of the self‐competence subscale scores. Results showed significant differences in the perception of self‐competence depending on whether the Asian Indian preschoolers were living in the USA or in India: Cognitive Competence F(1,46) = 9.59, p < .003; Peer Acceptance F(1,46) = 10.33, p < .002; and Physical Competence F(1,46) = 5.06, p < .03. No significant differences were found in the Maternal Acceptance F(1,46) = 1.48, p < .23 subscale. Post hoc analysis indicated that compared with Asian Indian children living in India those living in the USA had higher perceptions of Cognitive and Physical Competence, and Peer Acceptance. Several factors influence the perception of self‐competence among children, and their cultural and environmental background is one of the most important. As children are constantly striving to become part of the larger society, they try to fulfill the cultural expectations required of them, and this is reflected in their perception of self‐competence. However, more research is needed within children of similar ethnicities to better understand the role of cultural influences and acculturation in children’s development. Les recherches déjà faites ont indiqué qu’il est impératif de favoriser un sentiment de compétence individuelle positive à un âge plus jeune. Quarante huit élèves du cours préparatoire (vivant aux Etats‐Unis = 26, vivant à l’Inde = 22) entre les âges de 3 et 5 ans ont participé à l’étude. Les enfants assistaient aux préscolaires soit aux Etats‐Unis ou à l’Inde. La perception des enfants de la compétence individuelle a été mesurée en utilisant l’Echelle Imagée de la Compétence Perçue et de l’Acceptation Sociale pour les Enfants en Bas âge (Harter et Pike, 1984 Harter, S and Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55: 1969–1982. [Crossref], [PubMed], [Web of Science ®] [Google Scholar]). L’échelle a quatre sub‐échelles: La Compétence Cognitive, la Compétence Physique, l’Acceptation de pair, et l’Acceptation Maternelle, chacune composée de 6 points. Une analyse unidirectionelle ANOVA (2: le pays de domicile) a été conduit sur chacun des points des sub‐échelles de la compétence personnelle. Les résultats ont montré des différences significatives dans la perception de la compétence personnelle selon si les élèves indiens asiatiques du cours préparatoire habitaient aux Etats‐Unis ou à l’Inde: Compétence Cognitive F (1, 46) = 9.59, p < 003; Acceptation de Pair F(1,46) = 10.33, p < 002; et Compétence Physique F(1,46) = 5.06, p < 03. Aucune différence significative n’a été trouvée dans la sub‐échelle de l’Acceptation Maternelle F(1,46) = 1.48, p < 23. L’analyse post‐hoc a indiqué que comparé aux enfants indiens asiatiques qui habitent à l’Inde, ceux qui habitent aux Etats‐Unis ont des perceptions plus élevées de la compétence cognitive et physique, et de l’acceptation de pair. Plusieurs facteurs influencent la perception de la compétence individuelle parmi les enfants, et leur fond culturel et environnemental est un des plus important. Pendant que les enfants tâchent constamment de devenir une partie de la société plus large, ils essayent d’accomplir les espérances culturelles exigées d’eux, et ceci est reflété dans leur perception de la compétence individuelle. Cependant, plus de recherche est nécessaire chez les enfants des appartenances ethniques semblables pour comprendre mieux le rôle des influences culturelles et de la acculturation sur le développement des enfants. Las investigaciones ya efectuadas han indicado que es imprescindible promover una sensación de capacidad personal positiva a una edad temprana. Cuarenta y ocho pre‐escolares (viviendo en los Estados Unidos = 26, viviendo en la India = 22) entre las edades de 3 y 5 años participaron en el estudio. Los niños atendían centros pre‐escolares en los Estados Unidos o en la India. La percepción de la capacidad personal de los niños fue medida usando la Escala Ilustrada de la Capacidad Percibida y de la Aceptación Social para los Niños Pequeños (Harter y Pike, 1984 Harter, S and Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55: 1969–1982. [Crossref], [PubMed], [Web of Science ®] [Google Scholar]). La escala tiene cuatro sub‐escalas: La capacidad cognoscitiva, la capacidad física, la aceptación del par, y la aceptación maternal, cada uno compuesta de 6 puntos. Un análisis unidireccional ANOVA (2: el país de domicilio) fue conducido en cada uno de los puntajes de las subescalas de la capacidad personal. Los resultados demostraron diferencias significativas en la opinión de la capacidad personal según si los pre‐escolares indo‐asiáticos vivían en los Estados Unidos o en la India: Capacidad cognoscitiva F(1, 46) = 9.59, p < 003; Aceptación del par F(1,46) = 10.33, p < 002; y Capacidad Física F(1,46) = 5.06, p < 03. No se encontró ningunas diferencias significativas en la sub‐escala de la Aceptación Maternal F(1,46) = 1.48, p. < 23. El análisis post‐hoc indicó que comparados con los niños indo‐asiáticos que vivían en la India los que vivían en los Estados Unidos tenía opiniones más altas de la capacidad cognoscitiva y física y de la aceptación del par. Varios factores influencian la opinión de la capacidad personal entre los niños y sus antecedentes culturales y ambientales son unos de los más importantes. Mientras que los niños se están esforzando constantemente para formar parte de la sociedad en general, ellos intentan satisfacer las expectativas culturales requeridas de ellos, y esto se refleja en sus opiniones sobre la capacidad personal. Sin embargo, es necesario hacer más investigaciones entre los niños de pertenencias étnicas similares para entender mejor el papel de las influencias culturales y de la aculturación en el desarrollo de los niños. 相似文献
17.
Despite the potential benefits of Telehealth (healthcare delivery at a distance), a digital divide among seniors remains prevalent with lesser attention on their acceptance as end-users of technology. Anchored on a theory of technology adoption, Unified Theory of Acceptance and Use of Technology (UTAUT), behavioral intention for Telehealth use among Filipino elderly was determined. The responses of technology-trained older adults ( n = 82) were collected using a 12-item questionnaire adapted from Venkatesh, Morris, Davis, Gordon, and Davis (2003) on UTAUT. A Structural Equation Modeling was performed using Partial Least Squares regression for data exploration and model estimation. The study revealed that the UTAUT constructs, particularly effort expectancy (ß = 0.319; p = .000), have yielded a significant influence on the behavioral intention of elderly to participate in Telehealth. Further, gender showed no moderating effect on these variables. Results of the study supported the espousal of UTAUT Model as an indispensable framework in empowering older adults using Telehealth. 相似文献
18.
This study investigated kindergarten teachers’ decision-making process regarding the acceptance of computer technology. We incorporated the Technology Acceptance Model framework, in addition to computer self-efficacy, subjective norm, and personal innovativeness in education technology as external variables. The data were obtained from 160 kindergarten teachers, from public kindergartens in Daejeon, South Korea. According to the results, subjective norm had the strongest effect on computer acceptance. In addition, perceived usefulness and computer self-efficacy had a direct effect on computer technology acceptance. On the other hand, perceived ease of use and personal innovativeness in education technology had an indirect effect on computer technology acceptance. The measures accounted for approximately 32% of the variance of intentions to use computers in kindergartens. 相似文献
19.
The purpose of this research is to investigate factors affecting the acceptance and use of mobile technology in learning mathematics based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. The study group comprised of 1640 students attending different types of high schools and grade levels. The results of the study revealed both direct and indirect effects of exogenous variables on Behavioral Intention and Use Behavior in mobile technology acceptance of high school students in learning mathematics. It was also found that the theoretical model was confirmed adequately based on the regression coefficients, the significance of the regression coefficients, and the goodness of fit indices obtained from the SEM analysis. The strongest predictors of Behavioral Intention were Hedonic Motivation and Habit, respectively. Exogenous variables of the study together explained 76% of the variance in Behavioral Intention and 13% of the variance in Use Behavior. 相似文献
20.
Web Enhanced Instruction (WEI) is not intended to replace the traditional classroom setting, but rather to supplement the traditional lecture with course content that can be accessed from campus or the Internet. WEI has the potential to extend the boundaries of traditional classrooms by providing new opportunities for communication and interaction between students and the instructor. While the potential benefits of augmenting the traditional class with WEI have been recognized and discussed, what has remained largely unknown are student reactions to WEI as an addition to the traditional lecture. The Technology Acceptance Model (TAM) has been widely used in the Information Systems research to gather user reactions to information systems. The TAM examines users' perceptions of Usage, Usefulness, and Ease of Use. This research applied the TAM to the academic setting to measure student reactions to Blackboard, the WEI tool used in this study. Using several multivariate methods, results suggest that students (n = 692) found that the Blackboard elements which are associated with Course Content (Course Documents, Lectures, Student Tools, Announcements, and Quizzes) are used more often and are seen as more useful than those items that provide Course Support and communication (Discussion Board, External Web Sites, Faculty Information, and E‐Mail). 相似文献
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