scholarly journals The students’ readiness to engage with mobile learning apps

2019 ◽  
Vol 17 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Mark Anthony Camilleri ◽  
Adriana Caterina Camilleri
Keyword(s):  
Primary School ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Behavioral Intention ◽  
Perceived Usefulness ◽  
Mobile Technologies ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
Content Type

Purpose A relevant literature review suggests that today’s children are increasingly immersing themselves in ubiquitous technologies, including interactive media and digital games. Therefore, this paper aims to investigate the primary school students’ intrinsic and extrinsic motivations toward learning via gameplay through their mobile devices, at home and at school. Design/methodology/approach This study was carried out among primary school students in a small European state. It used valid and reliable measures that comprised the technology acceptance model’s key constructs. However, the empirical investigation also explored the students’ perceived enjoyment and social influences, as plausible antecedents for their behavioral intention to engage with the educational applications (apps). Findings The findings reported that there were strong correlations between the students’ perceived usefulness of the mobile technologies and their behavioral intention to use them for their learning. The results also indicated that there was no significant relationship between the perceived ease of use and the children’s enjoyment in engaging with the educational apps that were used at school. Originality/value To the best of the authors’ knowledge, there is no other study in academia that has explored the children’s technology acceptance, normative pressures and their intrinsic motivations to use mobile learning technologies in the context of primary education. Therefore, this contribution opens future research directions, as this study can be replicated in other contexts.

scholarly journals Modeling crowdfunders’ behavioral intention to adopt the crowdfunding-waqf model (CWM) in Malaysia

2018 ◽  
Vol 11 (2) ◽  
pp. 231-249 ◽  
Author(s):  
Mohamed Asmy Mohd Thas Thaker ◽  
Hassanudin Mohd Thas Thaker ◽  
Anwar Allah Pitchay
Keyword(s):  
Technology Acceptance ◽  
Behavioral Intention ◽  
Perceived Usefulness ◽  
Primary Data ◽  
Equation Modeling ◽  
Future Research ◽  
Content Type ◽  
Liquidity Constraint ◽  
Muslim Countries ◽  
The Government

PurposeWaqf institutions in many Muslim countries including in Malaysia are facing liquidity constraints in developing waqf land. This paper aims to offer a sustainable model of source of financing for waqf institutions to meet their liquidity constraint in developing waqf land, which is known as the crowdfunding–waqf model (CWM). Later, CWM validated its acceptance in the field among the crowdfunders by adopting the theory of technology acceptance model (TAM).Design/methodology/approachThe primary data are collected from the survey administered to donors or crowdfunders in Selangor, Penang, Johor and Pahang. The total number of respondents aren= 1,000. The analysis is conducted using structural equation modeling (SEM).FindingsBased on findings, both the perceived usefulness and perceived easy to use of CWM are found to have a positive impact on the behavioral intention of crowdfunders or donors in assisting waqf institutions to develop waqf land in Malaysia. Furthermore, perceived easy to use has a positive relationship and direct effect on perceived usefulness of crowdfunders to use the CWM.Research limitations/implicationsThere are some limitations of the current study. The sample size and area of study become the obvious limitations. Thus, there is a need for caution in the interpretation of the results, and the conclusion cannot be as generalized. Besides, the use of current factors might limit the ability to explore other potentially important determinants of the crowdfunders’ behavioral intention on using CWM. Thus, future research can be conducted by incorporating new factors and provide new insights for optimizing CWM. Other potential moderator variables should be included into the research model in order to obtain more robust results.Practical implicationsThe findings of this paper will provide a new avenue for waqf institutions to raise funds for developing waqf land, particularly in Malaysia. The present study also has implications for the government and policymakers. Through CWM, it enables to reduce the expenses of the government for the development of waqf land. Indeed, CWM could be applied in other Muslim countries that are facing liquidity constraint in developing waqf land.Originality/valueThis paper offers an additional literature on waqf and crowdfunding, especially in the Malaysian context. The paper proposes a viable alternative model for waqf institutions as a source of financing by using crowdfunding.

scholarly journals The Use of Mobile Learning Technologies in Primary Education

2020 ◽  
pp. 250-266 ◽  
Author(s):  
Mark Anthony Camilleri ◽  
Adriana Caterina Camilleri
Keyword(s):  
Primary School ◽  
Mobile Learning ◽  
Learning Technologies ◽  
Ease Of Use ◽  
Mobile Technologies ◽  
Future Research ◽  
School Students ◽  
Learning Abilities ◽  
Face To Face ◽  
Educational Applications

This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens avenues for future research in this promising field of study.

Construction and psychometric analysis of teachers mobile learning acceptance questionnaire

2020 ◽  
Vol 17 (2) ◽  
pp. 171-196
Author(s):  
Niti Mittal ◽  
Shirin Alavi
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Perceived Usefulness ◽  
Face Validity ◽  
Mobile Technologies ◽  
Successful Implementation ◽  
Content Type ◽  
Indian Context

Purpose The mobile technology-pedagogy nexus has been instrumental in shifting the focus of information and communications technology in education from e-learning to mobile learning (ML). Learning with mobile technologies is more accessible, flexible, situated, personal, collaborative and lifelong. The use of technologies for educational purposes is the primary focus of higher education institutes. The successful implementation of ML rests on its acceptance by higher education teachers. It is, therefore, pertinent to determine the factors that impact higher education teachers’ acceptance of ML. This study aims to identify these factors and develop a reliable and valid instrument to measure higher education teachers’ acceptance of ML. Design/methodology/approach A sequential exploratory research design, a type of mixed method research was used for the study. A sound conceptual framework and rigorous scale development process provided the background for data collection and validation. Probability proportionate to size sampling technique was used to gather data from 212 higher education teachers from 42 higher education institutes. Teachers gave their responses on five-point Likert type items. The responses obtained were subjected to exploratory factor analysis, which provided a nine-factor solution. The factors were further validated through confirmatory factor analysis. Findings Teachers’ mobile learning (ML) acceptance questionnaire (TMLAQ), a 32-item questionnaire was developed to measure acceptance of ML among higher education teachers. A detailed literature review, interviews and focus group discussions with teachers facilitated the identification of nine constructs or antecedents of ML acceptance. These constructs were named as: perceived usefulness, ease of use, self-enhancement, constructivist belief (CB), technological barriers, attitude and behavioral intention. The scale possesses sound psychometric properties such as reliability, face validity, content validity and construct validity. Practical implications This instrument can serve as an authentic, valid and reliable measure of higher education teachers’ ML acceptance. It can be used by organizations to assess teachers’ perceptions and aid in the successful ML implementation. Originality/value There is a lack of measurement instrument that caters to wide angle view of teachers’ perception toward ML in the Indian context. This comprehensive scale will bridge this gap. Two new research constructs: CB and self-enhancement were found to be crucial from the teachers’ point of view. These constructs have not been explored in previous technology acceptance studies. To the best of the knowledge, such a comprehensive study has not been undertaken yet in the Indian context. This study can serve as a model for conducting similar kinds of studies in other developing nations.

Adoption of mobile technology for mobile learning by university students during COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Syed Faizan Hussain Zaidi ◽  
Valmira Osmanaj ◽  
Omar Ali ◽  
S.A.H. Zaidi
Keyword(s):  
University Students ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Mobile Technologies ◽  
Perceived Ease Of Use ◽  
Content Type ◽  
Tam Model

PurposeDue to the eruption of the COVID-19 pandemic, many universities were forced to shift from the traditional learning practices to digital learning. Hence, the purpose of this study is to evaluate the factors that affect the university student's adoption of mobile technologies for mobile learning (m-learning) in their learning process.Design/methodology/approachTechnology acceptance model (TAM) is incorporated to study the adoption of mobile learning by university students. Quantitative research technique is used as core research approach in this study. Structural equation modelling (SEM), which is a part of quantitative research method, was employed on the congregated data via a set of questionnaire from 268 University students. SEM is used to explore the relationships among the hypothesized constructs. SPSS and AMOS software were used for the analysis of data.FindingsThis study validated the updated TAM model and assessed the students' adoption of mobile technologies for m-learning during COVID-19. All the constructs of proposed model were found to be significant with more than 50% average variance extracted. It was found that two external constructs mobile system efficacy and mobile service efficacy appended in technology acceptance model show the direct positive effect on perceived usefulness and perceived ease of use constructs. However, hypothesized relationships were found to be unsupported among perceived usefulness and perceived ease of use. Furthermore, perceived usefulness and ease of use during m-learning impact the students' usage attitude which consequently impact the students' adoption behaviour towards adoption of mobile technology.Research limitations/implicationsSix constructs were considered for this study; however, mobile information quality for mobile learning was not included which could affect students' adoption criteria. Additionally, this study is limited to a country where future study needs validation of propose constructs in different demographic settings.Originality/valueNo study allied to the students' adoption of mobile technology for m-learning has accomplished in the context of India during COVID-19. Furthermore, TAM model has been updated with regard to the students' adoption of mobile learning during COVID-19 in Indian higher education setting.

Understanding users’ behavioral intention to use voice assistants on smartphones through the integrated model of user satisfaction and technology acceptance: a survey approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mine Bertan Yılmaz ◽  
Kerem Rızvanoğlu
Keyword(s):  
Regression Analysis ◽  
Technology Acceptance ◽  
Behavioral Intention ◽  
User Satisfaction ◽  
Integrated Model ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
System Quality ◽  
Content Type ◽  
Behavioral Intention To Use

Purpose This study aims to determine system quality (SQ) and information quality (IQ) characteristics of voice assistants (VA) on smartphones that are affecting users’ satisfaction and technology acceptance, and how these affect behavioral intention (BI) to use. Design/methodology/approach This study uses the integrated model of user satisfaction and technology acceptance to evaluate users’ behavioral intention to use VAs on smartphones. The model represents a causal chain from the key characteristics of SQ and IQ to beliefs and attitudes that ultimately affect use. An online survey was conducted with 75 university students, and the data was analyzed using multivariate analysis: Simple linear regression analysis and multiple regression analysis. Findings While SQ and IQ of VAs had stronger effects on perceived ease of use (PEU), information satisfaction and PEU showed significant influences on perceived usefulness (PU). The results supported the influence of PEU, PU, and attitude on BI to use but with lesser effect than what PU and attitude together had on BI. Research limitations/implications The sample was drawn from a population of students at a single and small university. Although this study received 160 responses, only 75 were appropriate for analysis. Originality/value There is no research, which adopts technology acceptance and user satisfaction approaches to VAs. To measure the causal effects, this study determined system and information characteristics that could explain SQ and IQ of the current VAs on smartphones. This study tested the proposed framework within the scope of the integrated approach.

Metrics development and modelling the mixed reality and digital twin adoption in the context of Industry 4.0

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Samad M.E. Sepasgozar ◽  
Mohsen Ghobadi ◽  
Sara Shirowzhan ◽  
David J. Edwards ◽  
Elham Delzendeh
Keyword(s):  
Technology Acceptance ◽  
Mixed Reality ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Future Research ◽  
Key Factors ◽  
Content Type ◽  
Factors Affecting ◽  
Digital Twin ◽  
Acceptance Model

PurposeThis paper aims to examine the current technology acceptance model (TAM) in the field of mixed reality and digital twin (MRDT) and identify key factors affecting users' intentions to use MRDT. The factors are used as a set of key metrics for proposing a predictive model for virtual, augmented and mixed reality (MR) acceptance by users. This model is called the extended TAM for MRDT adoption in the architecture, engineering, construction and operations (AECO) industry.Design/methodology/approachAn interpretivist philosophical lens was adopted to conduct an inductive systematic and bibliographical analysis of secondary data contained within published journal articles that focused upon MRDT acceptance modelling. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach to meta-analysis were adopted to ensure all key investigations were included in the final database set. Quantity indicators such as path coefficients, factor ranking, Cronbach’s alpha (a) and chi-square (b) test, coupled with content analysis, were used for examining the database constructed. The database included journal papers from 2010 to 2020.FindingsThe extant literature revealed that the most commonly used constructs of the MRDT–TAM included: subjective norm; social influence; perceived ease of use (PEOU); perceived security; perceived enjoyment; satisfaction; perceived usefulness (PU); attitude; and behavioural intention (BI). Using these identified constructs, the general extended TAM for MRDT in the AECO industry is developed. Other important factors such as “perceived immersion” could be added to the obtained model.Research limitations/implicationsThe decision to utilise a new technology is difficult and high risk in the construction project context, due to the complexity of MRDT technologies and dynamic construction environment. The outcome of the decision may affect employee performance, project productivity and on-site safety. The extended acceptance model offers a set of factors that assist managers or practitioners in making effective decisions for utilising any type of MRDT technology.Practical implicationsSeveral constraints are apparent due to the limited investigation of MRDT evaluation matrices and empirical studies. For example, the research only covers technologies which have been reported in the literature, relating to virtual reality (VR), augmented reality (AR), MR, DT and sensors, so newer technologies may not be included. Moreover, the review process could span a longer time period and thus embrace a fuller spectrum of technology development in these different areas.Originality/valueThe research provides a theoretical model for measuring and evaluating MRDT acceptance at the individual level in the AECO context and signposts future research related to MRDT adoption in the AECO industry, as well as providing managerial guidance for progressive AECO professionals who seek to expand their use of MRDT in the Fourth Industrial Revolution (4IR). A set of key factors affecting MRDT acceptance is identified which will help innovators to improve their technology to achieve a wider acceptance.

Determinants of digital learning acceptance behavior

2019 ◽  
Vol 12 (4) ◽  
pp. 659-672
Author(s):  
Mohit Kant Kaushik ◽  
Deepak Verma
Keyword(s):  
Technology Adoption ◽  
Technology Acceptance ◽  
Education Institution ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Future Research ◽  
Digital Learning ◽  
Perceived Ease Of Use ◽  
Content Type ◽  
Body Of Knowledge

Purpose The purpose of this paper is to review existing literature on users’ digital learning acceptance behavior and to identify gaps in the current body of knowledge and suggest future research directions. The paper also includes identification of motivating as well as inhibiting factors previously explored by academicians in the acceptance of digital learning. Design/methodology/approach The systematic literature review based on PRISMA methodology was conducted, and 200 articles from peer-reviewed journals on digital learning acceptance behavior using technology adoption theories were examined. Findings The study found an overall rise in the number of papers published yearly during 2002–2017. Most of the studies were published in two journals, i.e. Computers & Education and Computers in Human Behaviour and were carried out in Asia followed by Europe, North America, Africa, Oceania and South America. It was also noted that most of the studies have used the technology acceptance model and were empirical in nature. The study also found that prominently students’ digital learning acceptance behavior was investigated. The review also indicates a lack of qualitative and mixed method (qualitative and quantitative) approaches to study digital learning acceptance behavior. Practical implications The study identified gaps in the current body of knowledge by reviewing published articles that will suggest future directions for further research. The top three determinants of digital learning acceptance that have been analyzed were the behavioral intention, perceived usefulness and perceived ease of use, followed by attitude and user behavior. The study articulates the implications for providers in marketing digital learning products, for higher education institution in expanding digital content, for students seeking digital education tools, for educators in motivating students to accept digital learning and for governments in delivering cost-effective public education by utilizing digital learning. Originality/value The paper analyzes 200 publications on digital learning acceptance through technology adoption theories. To the best of the authors’ knowledge, this is the first initiative to provide systematic and exhaustive summarization of the knowledge in this subject. It further explores the various factors influencing digital learning adoption behavior and provides avenues for future research. The paper is useful for researchers working on digital learning acceptance behavior.

Intellectual Abilities and Processes: An Exploratory Study with Implications for Person-Teaching Method Interactions

1979 ◽  
Vol 23 (1) ◽  
pp. 83-92 ◽  
Author(s):  
Geoffrey N. Molloy ◽  
J. P. Das
Keyword(s):  
Primary School ◽  
Cognitive Ability ◽  
Hierarchical Model ◽  
Teaching Method ◽  
Primary School Children ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
Apparent Lack ◽  
Intellectual Abilities

The present study examines some relationships pertaining to socioeconomic status (SES) and cognitive ability patterns of primary school children. Specifically the purpose of the study was to explore the relative merits of an hierarchical theory of two levels of cognitive ability, in contrast to a process scheme, positing two parallel modes of coding information. The subjects were 120 grade 4 primary school students. Analyses of the data are supportive of a simultaneous-successive process distinction and provide little confirmation for the hierarchical model. Some suggestions for the apparent lack of support for the hierarchical model are presented and implications for future research are considered.

YouTube for Procedural Learning

2021 ◽  
pp. 179-196
Author(s):  
Lim Wen Ying ◽  
Chew Yuin Xian ◽  
Chan Cyn Ye ◽  
Leow Shyir Khie ◽  
Siti Badriyah Mohamad Rozlan ◽  
...  
Keyword(s):  
Technology Acceptance ◽  
Behavioral Intention ◽  
Teaching And Learning ◽  
Procedural Learning ◽  
Perceived Usefulness ◽  
Future Research ◽  
Intention To Use ◽  
Factors Influencing ◽  
Acceptance Model ◽  
Behavioral Intention To Use

YouTube is reshaping teaching and learning across the world and is becoming a preferred platform for students' procedural learning to acquire relevant skills and knowledge in implementing any tasks. The aims of this research are to assess factors influencing student intention to use YouTube for procedural learning. In addition, the technology acceptance model (TAM) was applied as the underpinning theory. Data was analyzed to examine the hypothesized relationships. Results revealed that content richness, task-technology fit, YouTube self-efficacy, and vividness significantly affect students' behavioral intention to use YouTube for procedural learning. Results infer that YouTube enlarges its function as a mass-oriented means for procedural learning as students develop positive perceived usefulness of YouTube to influence their behavioral intention to use YouTube. This study integrated TAM and assessed factors influencing student intention to use YouTube for procedural learning. Future research directions are also put forward.

Primary School Students’ Cognitive Styles and Their Achievement in English as a Foreign Language

2016 ◽  
Vol 7 (5) ◽  
pp. 851 ◽  
Author(s):  
Ebrahim Khodadady ◽  
Nader Bagheri ◽  
Zeinab Charbgoo
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Cognitive Styles ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
School Year ◽  
Field Independent ◽  
Field Dependent

This study explored the relationship between cognitive styles and achievement in English as a foreign language (EFL). To this end, the Goodenough-Harris Drawing Test, consisting of draw a woman test (DAWT) and draw a man test (DAMT), was administered to 658 grade two, three and four students who had registered in Imam Reza primary schools in Mashhad, Iran. The DAWT and DAMT were marked by two raters and averaged to have a more comprehensive measure of the students’ conceptualization of human figure called draw a person test (DAPT). The mean score on the DAPT was utilized to assign the participants to field-dependent and field-independent groups. The participants’ scores on the oral and written examinations held in the middle and end of school year were also obtained from their schools and averaged to get a total test score as an indicator of EFL achievement. The correlational analysis of the data established a significant relationship between cognitive styles and oral and total EFL achievement. Neither the field-dependent nor field-independent genus of cognitive styles related to the achievement. The independent samples ttest, however, showed that the field-independent primary school students’ EFL achievement was significantly higher than their FD counterparts. The results are discussed and suggestions are made for future research.

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