Fostering children's acceptance of educational apps: The importance of designing enjoyable learning activities     

Chimezie O. Amaefule  Jasmin Breitwieser  Daniel Biedermann  Lea Nobbe  Hendrik Drachsler  Garvin Brod 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1351-1372

Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9–14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.

Practitioner notes

What is already known about this topic

• Educational applications provide children with unrestricted access to mobile learning resources.
• Positive attitudes towards educational applications predict behavioural intention to use these applications, at least in young adults.
• There is a need for more research examining the relevance of enjoyable learning activities in fostering children's sustained usage of an educational application.

What this paper adds

• Positive attitude towards the use of emojis during learning activities uniquely contributed to children's behavioural intention to use the application.
• Perceived enjoyment predicted behavioural intention to use the application.
• Perceived enjoyment mediated the effect of attitude towards using learning activities on the behavioural intention to use the mobile educational application.

Implications for practice and/or policy

• These findings highlight the importance of enjoyment for children's' acceptance of educational applications.
• Enjoyable learning activities are necessary to ensure sustained usage of educational applications.
• The paper provides a concrete example of how emojis can be used to boost enjoyment of a typical mobile learning activity.

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教育法典化视角下教育法律行为 概念的界定与澄清          下载免费PDF全文

周航  申素平 《复旦教育论坛》2022,20(6):25-31,79

“教育（法律）行为”概念的引入有利于促进教育法的体系化与法典化、整合各类教育法上的行为，并弥补现有概念工具的不足。然而，学界对教育行为、教育法律行为的具体内涵及其相互关系仍缺乏深入讨论。其一，教育行为概念的用法存在广义与狭义的区别；其二，教育法律行为概念的界定系由传统法理学上的法律行为转变而来，过于简单，难以揭示各类教育行为的共同本质，难以承担建构教育法内在体系的功能，也难以彰显教育法的独特价值追求。为构建具有普适性的教育法行为概念，应将教育行为界定为与教育有关的一切活动，包括教育法律行为与教育事实行为。对于教育法律行为来说，“直接产生法律效果”是其法律本质，“促进人的全面发展（教育性）”则是其根本目标。因此，可以将教育法律行为界定为：教育法律规范调整的，法律主体基于教育性目的所作出的直接产生法律效果的行为。  相似文献   

用户持续使用客服机器人意愿的影响因素     

陈柯洁  熊晶晶 《科技管理研究》2023,(6)

目前国内对客服机器人应用的研究多以一般性电子服务为对象或者聚焦于奢侈品行业和社交网站等，对头部电商平台客服机器人的用户体验研究不足。为此，基于技术接受模型和信息系统成功模型，结合电商领域客服机器人特征，构建包含信息质量、系统质量、感知有用性、感知易用性、感知享受、用户满意度、持续使用意愿等7个变量的客服机器人用户持续使用意愿模型，通过问卷调查法收集数据，采用结构方程模型实证检验用户持续使用客服机器人意愿的影响因素。结果表明：信息质量、感知有用性、感知享受对用户满意度有显著的正向影响；系统质量、感知易用性对满意度的直接促进作用不显著，但可分别通过信息质量、感知有用性对用户满意度产生一定积极影响；用户满意度是持续使用意愿的重要预测因素。据此提出相关组织应加强机器人问题理解、意图识别等核心技术研发，定期维护系统、关注界面功能设计，并形成用户画像，以满足用户的个性化需求，同时建立客观的服务评价功能体系，合理开发附加功能或服务以增进平台趣味性，提升人机交互体验。  相似文献   

双被告制度的检视与重构——基于《行政复议法》的修订背景          下载免费PDF全文

孙戈 《唐山学院学报》2021,34(4):70-80

双被告制度创设伊始是"解决行政复议现实问题的中药"，实际却"制约行政复议改革"，如此反差值得深思。2020年《中华人民共和国行政复议法（修订）（征求意见稿）》对程序标的和复议决定效力的改变否定了双被告制度，应值此契机进行制度检视。为纠正维持率过高，基于"复议决定可诉"和"一体化理论"构建，双被告制度具有强烈问题导向性，存有降低维持率有限、实践中附带影响大、理论内在冲突等弊病。应取消双被告制度并围绕行政复议新时代功能定位就复议队伍和监督体系进行重构，助力行政复议法治愿景实现。  相似文献   

科技强国品牌原产地形象对品牌再购意愿的影响：基于科技创新与建构思维的分析     

孙彧  彭鑫 《科技管理研究》2022,42(9):192-202

基于人们对科技强国具有刻板印象，探究来自非科技强国的品牌如何从科技创新和消费者思维的角度突破“来源国偏见”。采用实证研究法，通过实验证明相比于来源于非科技强国的品牌，来自科技强国的品牌将会让消费者产生更高的再购买意向，而实现科技创新中的技术创新能有效扭转非科技强国对消费者购买行为的负面影响，消费者建构思维也将调节消费者固有的来源国效应。最后根据实证研究结果，从国家层面、行业层面以及消费者层面提出具体的突破路径建议。  相似文献   

Video demonstrations can predict the intention to use digital learning technologies     

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.

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.

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