Acceptance of a flipped smart application for learning: a study among Thai university students

Khlaisang, Jintavee; Teo, Timothy; Huang, Fang

doi:10.1080/10494820.2019.1612447

Cited by 43 publications

(43 citation statements)

References 66 publications

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“…This indicated that when university faculties believe using technology is useful, such as enabling them to conduct teaching and administrative tasks even at the epidemic quarantine, they would form an opposite attitude toward technology use and this feeling directly leads to their technology adoption intentions. Besides perceived usefulness, perceived ease of use is also associated with attitudes, indicating that when university faculties perceived online teaching as a useful and handy task, they would be more likely to be fond of online teaching (Davis, 1989 ; Teo and Huang, 2019 ; Khlaisanga et al, 2021 ). As one of the key factors that examine individuals' self-perceived ability, computer self-efficacy is suggested to relate to university faculties' perceived ease of use, indicating that when they believe they have a sufficient ability to teach online, they would not consider the task as difficult or laborious (Venkatesh and Bala, 2010 ; Dong et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Digital Nativity, Computer Self-Efficacy, and Technology Adoption: A Study Among University Faculties in China

Zhao

Жао

2021

Front. Psychol.

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Technology acceptance and usage become obligatory for people when their work modes change as a result of an unexpected but irresistible force. This is especially true for teachers who are reluctant technology adopters compared with their students. During the COVID-19 pandemic, the Chinese government issued national policies to enforce online teaching and learning. As the success of online teaching largely depends on university faculties' readiness and intentions, how they perceive and practice technology adoption becomes an issue that warrants in-depth research. Unlike their students who grow up with technology and can be seen as digital natives, university faculties may lack competence in using technology, whether to teach or do other tasks. Previous studies on faculties' technology adoption were all conducted in situations where they made volitional decisions to use technology, but their mandatory technology use received scant attention. In addition, although studies suggested that teachers demonstrated features of digital natives, it remains unknown whether or to what extent their digital nativity correlates with technology intentions. To address these research gaps, the current study examined Chinese university faculties' intentions to use technology for online teaching by incorporating digital nativity and computer self-efficacy as key determinants into technology acceptance variables. Results suggested that digital nativity was a key factor that affected university faculties' online teaching, as evidenced by the fact that 67% of the variance could be explained by perceived usefulness, attitudes and digital nativity. In addition, it was also found that computer efficacy significantly influenced perceived ease of use.

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Section: Discussionmentioning

confidence: 99%

Digital Nativity, Computer Self-Efficacy, and Technology Adoption: A Study Among University Faculties in China

Zhao

Жао

2021

Front. Psychol.

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“…Among various theoretical frameworks proposed and applied to model the relationships among factors that explain technology adoption, the Technology Acceptance Model (TAM, Davis, 1985, 1989) has emerged as the most popular (Iqbal & Bhatti, 2017; Khlaisang, Teo, & Huang, 2019; To & Tang, 2019). The TAM considers behavioral intention to be determined by two core components, perceived usefulness and perceived ease of use.…”

Section: The Tammentioning

confidence: 99%

“…Perceived usefulness refers to an individual’s belief that the use of a particular technology or system can enhance their job‐related performance, while perceived ease of use is defined as the ease experienced by an individual when using the technology or system (Davis, 1985, 1989). In educational contexts, the TAM has been used widely to examine users’ acceptance of different types of technology and across different learning environments, such as flipped smart applications (Khlaisang et al ., 2019), online learning (Esteban‐Millat, Martínez‐López, Pujol‐Jover, Gázquez‐Abad, & Alegret, 2018; Rafiee & Abbasian‐Naghneh, 2019), computer‐based course evaluation (To & Tang, 2019), tablet PCs (Cacciamani et al ., 2018; Teo & Noyes, 2008), massive open online courses (Al‐Rahmi et al ., 2019), m‐learning (Chang, Yan, & Tseng, 2012; Iqbal & Bhatti, 2017; Liu, Li, & Carlsson, 2010; Park, Nam, & Cha, 2012) and MALL (Kim & Lee, 2016).…”

Section: The Tammentioning

confidence: 99%

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Hoi

Mu²

2020

Brit J Educational Tech

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Teachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top‐down educational policies are prevalent, the roles of teachers are usually overemphasized while learners–the end‐users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating their acceptance of mobile‐assisted language learning. This study was conducted in an attempt to fill this gap using the extended technology acceptance model (TAM). Survey data from 293 higher education learners of English in Vietnam were analyzed by the Rasch‐based path model. Results indicated that students showed stronger desire for teachers’ orientation toward appropriate use of mobile resources for language learning both inside and outside the classroom than teachers’ demonstration of mobile‐assisted language learning activities in the classroom. The findings offer useful implications for teachers, researchers, and language education policy makers in fostering the use of mobile devices for language learning. What is already known about this topic? Teachers’ role in promoting learners’ adoption of mobile‐assisted language learning is under‐researched. In contexts dominated by top‐down educational policies, the voice of learners is largely ignored. Learners’ expectation of teachers’ roles in promoting their adoption of mobile‐assisted language learning needs more empirical evidence. What this paper adds? This paper highlighted the important roles of teachers in orienting students toward appropriate mobile learning resources for out‐of‐class learning. Teachers were considered by learners as “guide on the side” rather than “sage on the stage” in enhancing their adoption of mobile‐assisted language learning. Implications for practice/policy Teacher training programs on mobile‐assisted language learning can be redesigned to enable teachers to better support mobile‐assisted language learning in and outside the classroom. Teachers should be better able to enrich their knowledge of various mobile learning resources to support their students.

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“…Alanyazında bu ifadeyi destekleyen benzer pek çok çalışma bulunmaktadır. Eğitimde teknolojilerin kabulü (Teo, Lee ve Chai, 2008), mobil ticaret kullanma niyeti ve kabulü (Wu ve Wang, 2005), mobil bankacılığın kabulü (Owasu vd., 2020) ve "sınıfta işlenen konuların teknolojik araçlarla zenginleştirerek işlemesini ifade eden tersine sınıf akıllı uygulamalar"ın kabülü (Khlaisang, Teo ve Huang, 2019) çalışmalarında karmaşıklığın kullanım kolaylığını anlamlı ve negatif etkilediği bulunmuştur. Bu bilgiler ile paralel olarak mobil uygulamaların karmaşıklığı arttıkça kullanıcıların uygulamaların kullanımını zor olarak algıladıkları düşünülmektedir.…”

Section: Karmaşıklıkunclassified

Investigation of Intention to Use Mobile Application in Turkey by Integrating Diffision of Innovations and Extended Teknology Acceptance Model

Karabiyik

Çetın

2021

Erciyes Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi

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Mobile technologies, which are one of the main determinants of social and economic changes in the world, develop rapidly. Mobile applications, one of the most important indicators of mobile technologies, are defined as programs that support the realization of daily transactions and take place on mobile devices. In order for a mobile application to be considered successful, individuals must have adopted mobile applications and frequently use applications as well as installing mobile applications. The aim of this study is to understand, interpret and analyze the behaviors of consumers to decide to use a specific application in application markets of mobile phones. In this context, direct and indirect factors that enable consumers to decide on the use of an application have been investigated by integrating the Diffision of Innovations (DOI) and Extended Technology Acceptance Model (Extended TAM) theories, which are among the most effective theories in the literature. Questionnaire method was used as a data collection tool in the study. According to the results of this study conducted with 396 people, it was found that image and observability directly, significantly and positively affect the intention to adopt mobile applications, while perceived ease of use and perceived usefulness did not significantly affect the intention to adopt mobile applications. It is known that young people attach importance to features such as image, fame, and being known. These results are are seemed quite significant for Turkey which has young population and where mostly young people use mobile applications.

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Acceptance of a flipped smart application for learning: a study among Thai university students

Cited by 43 publications

References 66 publications

Digital Nativity, Computer Self-Efficacy, and Technology Adoption: A Study Among University Faculties in China

Digital Nativity, Computer Self-Efficacy, and Technology Adoption: A Study Among University Faculties in China

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Investigation of Intention to Use Mobile Application in Turkey by Integrating Diffision of Innovations and Extended Teknology Acceptance Model

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