scholarly journals Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India

2020 ◽  
Vol 119 ◽  
pp. 105535 ◽  
Author(s):  
Debajyoti Pal ◽  
Vajirasak Vanijja
Keyword(s):  
Online Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Usability Evaluation ◽  
Learning Platform ◽  
System Usability Scale ◽  
System Usability ◽  
Perceived Usability ◽  
Acceptance Model

scholarly journals Measuring Students Acceptance and Usability of a Cloud Virtual Desktop Solution for a Programming Course

2021 ◽  
Vol 11 (15) ◽  
pp. 7157
Author(s):  
Francisco J. Rodríguez Lera ◽  
David Fernández González ◽  
Francisco Martín Rico ◽  
Ángel Manuel Guerrero-Higueras ◽  
Miguel Ángel Conde
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Comprehensive Analysis ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
System Usability Scale ◽  
System Usability ◽  
Virtual Desktop ◽  
Acceptance Model

Virtual desktops in cloud scenarios play a significant role in higher education. Nowadays, the idea of moving laboratories to the cloud seems mandatory and it is necessary to maintain students’ commitment in this new scenario. This paper aims at two targets, customizing a Virtual Desktop platform for delivering the laboratories of a programming course in a Computer Science Bachelor Degree and empirically apply the technology acceptance model and the system usability scale to a set of students that use it. Results obtained in this paper provide insights about the direct effect between the perceived ease of use, perceived usefulness, and attitude to technology following the technology acceptance model (TAM) as well as a comprehensive analysis of the system usability scale (SUS) of our platform.

scholarly journals Desenvolvimento e validação de aplicativo móvel para cálculo de dose pediátrica na unidade de terapia intensiva pediátrica e urgência e emergência

2021 ◽  
Vol 13 (3) ◽  
pp. e6498
Author(s):  
Fabiana Nascimento Benedik ◽  
Mariseth Carvalho De Andrade ◽  
Lêda Lima Da Silva ◽  
Adilson Mendes de Figueiredo Júnior ◽  
Anderson Bentes De Lima
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
System Usability Scale ◽  
System Usability ◽  
Terapia Intensiva ◽  
Acceptance Model

Objetivo: Desenvolver e validar um aplicativo para cálculo de dose pediátrica na unidade de terapia intensiva pediátrica e urgência e emergência. Métodos: Trata-se de um estudo metodológico, descritivo, aplicado na modalidade de produção tecnológica. Resultados: Dez médicos pediatras utilizaram o aplicativo e posteriormente o avaliaram, segundo os critérios de layout, usabilidade, percepção de utilidade, facilidade de uso e utilidade percebida pela tecnologia, mediante a utilização de um questionário impresso baseado no System Usability Scale - SUS (Escala de Usabilidade de Sistema) e na Technology Acceptance Model - TAM (Modelo de Aceitação de Tecnologia). No geral, o software obteve 88,1% de aprovação pelos juízes, com 90,0% de aprovação no quesito usabilidade e facilidade de aprendizagem, e 85,8% para Utilidade do aplicativo. Conclusão: O aplicativo móvel CALCULEPED mostrou-se como uma tecnologia útil, prático e bem aceito pelos médicos pediatras, facilitando o cálculo de dose pediátrica nos serviços de urgência, emergência e unidade de terapia intensiva.

scholarly journals Exploring the Critical Factors, the Online Learning Continuance Usage during COVID-19 Pandemic

2021 ◽  
Vol 13 (10) ◽  
pp. 5471
Author(s):  
Chuan-Yu Mo ◽  
Te-Hsin Hsieh ◽  
Chien-Liang Lin ◽  
Yuan Qin Jin ◽  
Yu-Sheng Su
Keyword(s):  
Online Learning ◽  
Technology Acceptance ◽  
Family Support ◽  
Technology Acceptance Model ◽  
Online Teaching ◽  
Ease Of Use ◽  
Critical Factors ◽  
Factors Affecting ◽  
E Learning ◽  
Acceptance Model

In order to enable online learning to continue developing when the COVID-19 pandemic passes, this study aimed to identify the critical factors that affected the use of e-learning by university students during the pandemic. These critical factors will help to increase the efficiency of future development and deployment of online learning systems. Through a literature review, this study employed the technology acceptance model, social support, and task–technology fit as the theoretical basis to establish the framework of the online learning environment with regards to the technology acceptance model in the context of emergency management. A questionnaire survey was administered to students in universities that had implemented online teaching during the pandemic, and 552 valid responses were collected. The survey explored the factors affecting the willingness of higher education institution students to continue using online learning, and the following conclusions were drawn. (1) The easier an online learning platform was to navigate, the better it was perceived by the students, and thus the students were more willing to use it. (2) Ease of use and usefulness were associated with the teachers’ choice of platform and their ability to achieve a satisfactory fit between the course design and platform navigation, which thereby affected the students’ learning outcomes and attitude towards use. (3) The positive attitude of teachers towards teaching increased the students’ perceived ease of use of online learning. (4) During the pandemic, family support—a major support for teachers in online teaching—enhanced teachers’ attitudes towards, and willingness to provide, online teaching. A high level of support showed that the parents urged the students to learn and complete online learning tasks as instructed by the teachers, implying that family support could affect the students’ habits towards, adaptation to, and identification of online learning. The study results provide insights into the factors affecting the willingness of teachers and students to continue using e-learning platforms.

scholarly journals Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research

2020 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Eka Duriyatul Muhlisoh ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Flipped Classroom ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Platform ◽  
Writing Class ◽  
E Learning ◽  
Acceptance Model

<p>This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.</p>

Effects of Studying Tasks Compatibility with Tablets on Their Acceptance

2016 ◽  
pp. 338-361 ◽  
Author(s):  
Franck Amadieu ◽  
Charly Pecoste ◽  
Claudette Mariné ◽  
Cécile van de Leemput ◽  
Colin Lescarret
Keyword(s):  
Technology Acceptance ◽  
Mobile Devices ◽  
Technology Acceptance Model ◽  
User Experience ◽  
Reading Task ◽  
Before And After ◽  
Perceived Usability ◽  
Acceptance Model ◽  
Task Oriented ◽  
Writing Task

This chapter addresses the issue of tablets acceptance for studying. An experiment was carried out to test the effects of specific studying tasks experienced by students with no previous experiences with tablets on the perceived usability and usefulness of tablets. Students had to perform a high-compatible task (i.e. navigation/reading task) and a low-compatible task (i.e. writing task) for tablets. Subjective measures of usability, usefulness and use intention were designed to be more specific to the type of task than the classical measures used in the Technology Acceptance Model approach (Davis, 1989). Participants rated their answers before and after performing the tasks with a tablet. The results showed that the perceived usability and usefulness of tablets increased after the high-compatible task while their decreased with the low-compatible task. The findings stressed the need to consider the real user experience and to use more task-oriented measures to investigate the acceptance of mobile devices for studying.

Effects of Studying Tasks Compatibility with Tablets on Their Acceptance

2020 ◽  
pp. 697-720
Author(s):  
Franck Amadieu ◽  
Charly Pecoste ◽  
Claudette Mariné ◽  
Cécile van de Leemput ◽  
Colin Lescarret
Keyword(s):  
Technology Acceptance ◽  
Mobile Devices ◽  
Technology Acceptance Model ◽  
User Experience ◽  
Reading Task ◽  
Before And After ◽  
Perceived Usability ◽  
Acceptance Model ◽  
Task Oriented ◽  
Writing Task

This chapter addresses the issue of tablets acceptance for studying. An experiment was carried out to test the effects of specific studying tasks experienced by students with no previous experiences with tablets on the perceived usability and usefulness of tablets. Students had to perform a high-compatible task (i.e. navigation/reading task) and a low-compatible task (i.e. writing task) for tablets. Subjective measures of usability, usefulness and use intention were designed to be more specific to the type of task than the classical measures used in the Technology Acceptance Model approach (Davis, 1989). Participants rated their answers before and after performing the tasks with a tablet. The results showed that the perceived usability and usefulness of tablets increased after the high-compatible task while their decreased with the low-compatible task. The findings stressed the need to consider the real user experience and to use more task-oriented measures to investigate the acceptance of mobile devices for studying.

scholarly journals Development of a Wearable Instrumented Vest for Posture Monitoring and System Usability Verification Based on the Technology Acceptance Model

Sensors ◽  
2016 ◽  
Vol 16 (12) ◽  
pp. 2172 ◽  
Author(s):  
Wen-Yen Lin ◽  
Wen-Cheng Chou ◽  
Tsai-Hsuan Tsai ◽  
Chung-Chih Lin ◽  
Ming-Yih Lee
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
System Usability ◽  
Posture Monitoring ◽  
Acceptance Model
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