scholarly journals The Impact of Augmented Reality on E-learning Systems in Saudi Arabia Universities

2021 ◽  
Vol 14 (2) ◽  
pp. 50
Author(s):  
Asma Alsayyar ◽  
Riyad Almakki
Keyword(s):  
Saudi Arabia ◽  
Augmented Reality ◽  
Primary Objective ◽  
Ease Of Use ◽  
Learning Systems ◽  
Learning Ability ◽  
Student Background ◽  
After Effects ◽  
E Learning ◽  
The Impact

The purpose of this paper was to investigate the impact of Augmented Reality on e-learning systems at colleges in Saudi Arabia. In this research, Augmented Reality could reenact real environment by computerized overlays that learners can interact with and without much of a stretch access. What is more, Augmented Reality helps consumers to explore alternative learning avenues around learning content. Setting that aside, there has not been sufficiently thorough research on the evaluation of Augmented Reality in the context of teaching. The primary objective of this research is to examine possible standard factors identified with the successful use of unparalleled scale. This prototype highlights the essential factors that affect the implementation of AR via the quantitative approach to Augmented Reality knowledge assortment and evaluation. The research finds the principal coefficients for the attainment of Augmented Reality: IT infrastructure, IT agility, interaction stability, self-learning ability, curriculum, student background, ease of use and Usefulness. The after-effects of this analysis includes useful debates to create up a perfect fate of Augmented Reality and help handle the enhancement of instruction and e-learning with competitive societies and frameworks in the Kingdom of Saudi Arabia as well as other countries.

scholarly journals Students’ Perceptions and Continuous Intention to Use E-Learning Systems: The Case of Google Classroom.

2020 ◽  
Vol 15 (11) ◽  
pp. 236
Author(s):  
Kwame Ansong-Gyimah
Keyword(s):  
Structural Equation ◽  
Ease Of Use ◽  
Partial Least Square ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
Least Square ◽  
Learning System ◽  
Intention To Use ◽  
E Learning ◽  
The Impact

Higher institutions are steadily advancing in facilitating teaching and learning on e-learning systems. Google Classroom is a very popular e-learning system that is been adopted by many African universities. Yet, compared to others, relevant studies with regards to Google Classroom is inadequate. This quantitative survey paper examines the predictors of continuous intention to use Google Classroom. Responses from 749 students in three Ghanaian universities were analyzed using both descriptive and Partial Least Square Structural Equation Modelling techniques. From the findings, Attitude towards Use mediated the impact of Perceived Usefulness and Perceived Ease of Use on Continuous Intention to Use Google Classroom. Computer literacy courses for adult learners as well as enhanced usability features for visually impaired users has been recommended to relevant stakeholders.

scholarly journals Customer's Adoption of Mobile Government Services: The Role of Trust and Information Privacy

2021 ◽  
Vol 9 (1) ◽  
pp. 20-27
Author(s):  
Dr. Sulaiman Althuwaini ◽  
Dr. Mohamed Saleh Salem
Keyword(s):  
Saudi Arabia ◽  
Technology Acceptance ◽  
Mobile Services ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Mobile Technologies ◽  
Security And Privacy ◽  
Intention To Use ◽  
Government Services ◽  
The Impact

The purpose of the study is to examine the factors that impact the intention of Saudi citizens to use a mobile government smartphone application (Absher). Saudi Arabia seeks to invest and develop the infrastructure of the government’s mobile services, to be one of the leading countries in the region. Smartphone applications backed by mobile technologies have changed mobile services use which permit anywhere at any time access. Drawing on technology acceptance theories and relevant literature, this study developed and tested a structural model that integrates factors perceived usefulness, perceived ease of use, perceived privacy and trust in order to investigate the predictors of Absher use intention in the Saudi Arabia. The proposed model is tested using structural equation model (SEM) on data collected using an online questionnaire. Statistical analysis revealed that intention to use Absher was significantly associated with perceived trust, security and privacy, ease of use, and usefulness. Drawing on the technology acceptance model and trust theory, this study develops and empirically examines a model for users' intention to use mobile government services. This study contributes to the marketing literature by examining the impact of PU, PEOU and trust on mobile government services acceptance in developing countries.

Architectures of Existing and Conceptual Applications of Podcasting in E-learning Systems

2008 ◽  
pp. 80-97
Author(s):  
Stephen R. Chastain ◽  
Jason Caudill
Keyword(s):  
Mobile Learning ◽  
Low Cost ◽  
Ease Of Use ◽  
Learning Systems ◽  
Digital Audio ◽  
Instructional Tool ◽  
E Learning ◽  
User Access ◽  
Audio Files ◽  
And Training

Podcasting has quickly emerged as a leading technology in the new field of mobile learning. Tracing this new technology’s history over the past two years reveals just how broadly the use of digital audio files may become in the fields of education and training. The ease of use, low cost of creation and hosting, and most importantly pervasiveness of user access to compatible hardware combine to make podcasting a major force in both traditional and distance education. This chapter explores the history, technology, and application of podcasting as an instructional tool.

scholarly journals Are Computer Experience and Anxiety Irrelevant? Towards a Simple Model for Adoption of E-Learning Systems

2019 ◽  
Vol 9 (5) ◽  
pp. 112
Author(s):  
Aamer Hanif ◽  
Ahmed Faisal Siddiqi ◽  
Zunera Jalil
Keyword(s):  
Technology Acceptance ◽  
Behavioral Intention ◽  
Ease Of Use ◽  
External Factors ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
Learning System ◽  
University Education ◽  
Computer Experience ◽  
E Learning

Massive growth of technology based e-learning systems is enabling student access to academic content from higher education institutions around the world. This study explores the antecedents of behavioral intention of students to use e-learning systems in university education to supplement classroom learning. A quantitative approach involving a structural equation model is adopted and research data collected from 358 undergraduate students is used for analysis. The study framework is based upon the technology acceptance model (TAM) and three external factors are proposed to influence the behavioral intention of students to use e-learning. Frequently used external factors in previous researches like computer experience and anxiety were not used and alternate factors were explored. Results show that self-efficacy, enjoyment and results demonstrability have a significant positive influence on perceived usefulness and on perceived ease of use of the e-learning system. The study contributes to understanding such contributory factors from the viewpoint of a student by suggesting that these factors hold well in the Pakistani academia culture where sufficient relevant empirical evidence did not exist due to lack of prior studies.

scholarly journals An investigation into e-learning acceptance and gender amongst final year students

2015 ◽  
Vol 17 (1) ◽  
Author(s):  
Willie Chinyamurindi ◽  
Herring Shava
Keyword(s):  
Technology Acceptance ◽  
South African ◽  
Ease Of Use ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
Electronic Learning ◽  
Gender Divide ◽  
E Learning

Background: The use of electronic learning (e-learning) systems is gaining popularity especially within a Higher Education (HE) context. However, scholars have identified some factors that affect the utilisation and the acceptance of such systems, one of which is the gender divide, which favours mostly males ahead of females.Objectives: The objective of this study was to investigate the acceptance of the e-learning system within a South African HE setting, including the influential role of gender in the acceptance of such a system. Method: Quantitative data was collected through a cross-sectional survey using 113 registered final year students at a South African university who were making use of an e-learning system as part of their teaching delivery. The measuring instrument used was the technology acceptance instrument (TAI) and included measures of computer self-efficacy (CSE), perceived ease of use (PEU), perceived usefulness (PU), and behavioural intention to use (BIU). Results: The presence of a gender divide was found to exist in this study. Women’s ratings of the acceptance of e-learning systems were found to be slightly higher than those of the male respondents. In addition to this, elements of the TAI were found to be related to one another. Conclusion: The study concludes by arguing that lecturers and facilitators need to pay attention to usage patterns of e-learning systems as they affect how such systems are adopted by their students. Therefore, preceding student acceptance of electronic learning systems should be efforts to address any issues that affect the acceptance and effective utilisation of such systems.

scholarly journals Modeling Factors Affecting Student’s Usage Behaviour of E-Learning Systems in Lebanon

2016 ◽  
Vol 11 (2) ◽  
pp. 299 ◽  
Author(s):  
Ra'ed (Moh'd Taisir) Masa'deh ◽  
Ali Tarhini ◽  
Ashraf Bany Mohammed ◽  
Mahmoud Maqableh
Keyword(s):  
Social Influence ◽  
Learning Systems ◽  
Behavioural Intention ◽  
Equation Modeling ◽  
Positive Effects ◽  
Performance Expectancy ◽  
Effort Expectancy ◽  
E Learning ◽  
Facilitating Conditions ◽  
The Impact

<p>This study seeks to explore the factors that influence students’ usage behaviour of e-learning systems. Based on the strong theoretical foundation of the TAM, UTAM and using structural equation modeling (SEM) via AMOS 20.0, this research paper examines the impact of performance expectancy, effort expectancy, hedonic motivation, habit, social influence, and trust on student’s behavioural intention, which is later examined along with facilitating conditions on student’s usage behaviour of e-learning systems. Data was collected from students at two universities in Beirut (capital of Lebanon) using a cross-sectional questionnaire survey between January and March 2015. The results revealed direct positive effect of performance expectancy, hedonic motivation, habit, and trust on student’s behavioural intention to use e-learning explaining around 71% of overall behavioural intention. Meanwhile, behavioural intention and facilitating conditions accounted for 40% with strong positive effects on student’s usage behviour of e-learning systems. However, both effort expectancy and social influence did not impact student’s behavioural intention.</p>

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