This study proposes a unified theoretical model to integrate the full spectrum of Self-Determination Theory, self-efficacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theoretical model, 7 hypotheses were tested to understand the acceptance of technology enhanced learning. A total of 303 university students participated in this study. The Heterotrait-Monotrait (HTMT) ratio of correlation was applied to measure Discriminant Validity for the Covariance-Based Structural Equation Model. Based on the results, the unified theoretical model provided better insight to understanding acceptance of technology enhanced learning (R 2 = .71). Intrinsic motivation (IM), amotivation, motivation, and technology enhanced self-efficacy (TELSE) were identified as significant determinants of students’ perceived ease of use (PEU). Amotivation, motivation and TELSE were significant determinants of students’ perceived usefulness (PU) towards technology enhanced learning. During the Covid-19 pandemic, students had internalised external regulation and identified regulation. The empirical results also revealed that the relationship between amotivation and PEU were moderated by gender. Gender also played a role in moderating the effects of amotivation and motivation relationships towards PU. However, the relationships between IM and motivation toward PEU and TELSE to PU were vulnerable towards the moderating effects of gender and students' field of study. In conclusion, students’ view on technology acceptance have changed since the pandemic, therefore, their participation in design, development, and implementation of learning resources is much needed than before to improve their psychological motivation.

Aims:The aim of the study was to report the clinical experience, 30-day mortality and acute outcomes of patients undergoing transcatheter aortic valve implantation (TAVI) in the Asia Pacific region. Methods and results:The Asia Pacific TAVI registry is an international, multicentre, prospective, observational registry managed under the auspices of the Asian Pacific Society of Interventional Cardiology (APSIC). Patients undergoing TAVI in seven centres from Hong Kong, Japan, Philippines, Singapore and Taiwan, treated with TAVI devices for severe symptomatic aortic stenosis, were assessed. This first review presents the acute results and 30-day mortality. A multivariable analysis was also performed to identify independent predictors of early all-cause mortality. The enrolment was from 2009 to 2017 and a total of 1,125 patients were recruited. The 30-day mortality rate was 2.5%. Baseline logistic EuroSCORE more than 16 was independently associated with a 2.8-times increased risk of 30-day all-cause mortality (p=0.016). Post-procedural stroke (HR 4.9, p=0.008) was also associated with increased mortality.Conclusions: This initial report of the Asia Pacific TAVI registry demonstrated good acute success and low 30-day mortality. The preprocedural logistic EuroSCORE and post-procedural stroke incidence were strongly associated with acute mortality. Further attempts to reduce post-procedural stroke should be explored.

An ideal education is the one that enhance cognitive ability. In Malaysia, educators are currently putting enormous effort to uplift higher order think-ing skills (HOTS) among students at various educational levels. The ad-vancement of technology enables educators to apply online learning envi-ronment to further catalyze the effort. Integration of correct pedagogy is es-sential, 5E inquiry model by Bybee was implemented to 5E online learning environment – a learning environment developed for this research. The pur-pose of this research is to enhance HOTS among the samples. Thus, the cog-nitive impact of the learning environment was studied. The current gap of the learning activities that improve HOTS was addressed by probing into the activities done by samples. Samples are thirty-three secondary school students and had treatment with the learning environment for 4 weeks. T-test conducted found that samples’ HOTS statistically significant higher af-ter treatment compared to prior to the treatment, t (32) = - 20.95, p < 0.05 that indicates the treatment improve samples’ HOTS. The learning activities that materialize HOTS improvement is engaging learning module and HOTS related video. This research proves that human HOTS ability can be nur-tured by using technology enhanced learning environment with the appro-priate pedagogical approach. Deeper fundamental research regarding the pro-cess of learning that nurture HOTS is highly recommended in the future – one of the authors is currently working on.

Over the past three decades, the Technology Acceptance model (TAM) has garnered considerable attention in higher education. COVID-19 boosted the development of TAM as multiple studies were rapidly undertaken during the pandemic. This, however, created a gap in our current understanding of the directions and trends of TAM advancement. The purpose of this study is to obtain insight into the advancement of TAM throughout the pandemic. It would assist researchers in comprehending the advancement and direction of TAM studies in higher education, such as gaining an understanding of the prevalent external variables for TAM, the statistical analysis employed, research methodologies, the technologies studied, and the geographic location of the research conducted. Finally, research gaps and future directions for TAM studies are presented. A systematic review utilizing PRISMA was conducted on 104 sampled publications. It was found that self-efficacy, subjective norms, experience, and enjoyment were the external variables most frequently used in TAM, while internal motivation received minimal attention. The existing studies have focused mainly on student samples, so further investigation is needed into lecturers, higher education personnel, and mixed groups. Further study is also required on qualitative and mixed methods, with the partial least square structural equation model currently dominating statistical analysis. Future technologies such as 5G, AI, cloud computing, augmented reality, virtual reality, and BYOD represent new TAM-related research gaps. The majority of studies have been undertaken in Asian countries, such as China and those in southeast Asia. This new systematic literature review provides insight into the trend of TAM advancement in the sustainability of higher education during the pandemic, the identified research gaps, and recommendations for future research directions. These findings also serve as a reference for future research by enhancing the foundation established by previous reviews and research on TAM, thereby facilitating the model’s ongoing expansion.

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