An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education

Gan, Chin Lay; Balakrishnan, Vimala

doi:10.19173/irrodl.v17i1.2111

Cited by 19 publications

(22 citation statements)

References 76 publications

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“…This research found that information quality and system quality had some influence on the intention to use the ClassStart. The results of this study are consistent with previous research, which confirmed that system and information quality were important indicators for the adoption of user technology (Gan & Balakrishnan, 2016). In developing countries such as Oman, Al-Busaidi (2013) and Sharma et al (2017) found that the main issue affecting the acceptance of learners was system quality.…”

Section: General Discussion and Theoretical Implicationssupporting

confidence: 90%

Investigating factors affecting learner’s perception toward online learning: evidence from ClassStart application in Thailand

Thongsri

Shen²,

Bao

2019

Behaviour & Information Technology

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Twenty-First Century Education is a design of instructional culture that empowers learner-centered through the philosophy of "Less teaching but more learning". Due to the development of technology enhance learning in developing countries such as Thailand, online learning is rapidly growing in the electronic learning market. ClassStart is a learning management system developed to support Thailand's educational management and to promote the student-centred learning processes. It also allows the instructor to analyse individual learners through system-generated activities. The study of online learning acceptance is primarily required to successfully achieve online learning system development. However, the behavioural intention of students to use online learning systems has not been well examined, in particular, by focusing specific but representative applications such as ClassStart in this study. This research takes the usage of ClassStart as research scenario and investigates the individual acceptance of technology through the Unified Theory of Acceptance and Use of Technology, as well as technological quality through the Delone and McLean IS success model. A total of 307 undergraduate students using ClassStart responded to the survey. The Partial Least Squares method, a statistics analysis technique based on the Structural Equation Model (SEM), was used to analyze the data. It was found that performance expectancy, social influence, information quality and system quality have the significant effect on intention to use ClassStart. Keyword: ClassStart, Unified Theory of Acceptance and Use of Technology (UTAUT), Delone and McLean IS, Thailand.

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Section: General Discussion and Theoretical Implicationssupporting

confidence: 90%

Investigating factors affecting learner’s perception toward online learning: evidence from ClassStart application in Thailand

Thongsri

Shen²,

Bao

2019

Behaviour & Information Technology

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“…Like recent mobile learning studies in higher education (Biddix et al, ; Davison & Lazaros, ; Gan & Balakrishnan, ), the results of this study with 189 students show that higher education students utilise a range of technologies including laptops, smartphones, desktop computers, tablets, mobile phones and MP3 players. Utilisation of laptops was predictably high (especially by Australian students).…”

Section: Discussion Of Findingssupporting

confidence: 78%

Mobile learning in higher education: A comparative analysis of developed and developing country contexts

Kaliisa¹,

Palmer²,

Miller³

2017

Brit J Educational Tech

119

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The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways.

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“…Technology Acceptance Model (TAM) by Davis (1989) is extensively studied and adopted for its simplicity and predictive accuracy in the field of technology acceptance. TAM model has been expanded by numerous researchers and has been applied in various technologies including mobile banking (Lule et al., 2012), e-learning (Cheung and Vogel, 2013; Chow et al., 2012), teleconferencing (Park et al., 2014b), short message service (Muk and Chung, 2015), e-government (Hamid et al., 2016; Lin et al., 2011), mobile learning (Park et al., 2012; Gan and Balakrishnan, 2016, 2017, 2018), etc.…”

Section: Introductionmentioning

confidence: 99%

“…Enjoyment is always portrayed as one of the intrinsic motivations that drives people to do something because they enjoy doing it. Multiple studies revealed that enjoyment as intrinsic motivator is one of the significant factors in predicting continuance intention and acceptance of IT technology (Gan and Balakrishnan, 2016, 2017; Park et al., 2014a; Teo and Noyes, 2011; Venkatesh, 2000; Wang et al., 2013; Wu and Gao, 2011; Yi and Hwang, 2003; Zhang et al., 2008). It is evidence that people will be willing to spend more time and effort on a task and have increased explanatory behaviour and greater acceptance of information technology when tasks create a high level of enjoyment.…”

Section: Introductionmentioning

confidence: 99%

Usability factors predicting continuance of intention to use cloud e-learning application

Wang

Ling

Lau

et al. 2019

Heliyon

147

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In this ever-progressive digital era, conventional e-learning methods have become inadequate to handle the requirements of upgraded learning processes especially in the higher education. E-learning adopting Cloud computing is able to transform e-learning into a flexible, shareable, content-reusable, and scalable learning methodology. Despite plentiful Cloud e-learning frameworks have been proposed across literature, limited researches have been conducted to study the usability factors predicting continuance intention to use Cloud e-learning applications. In this study, five usability factors namely Computer Self Efficacy (CSE), Enjoyment (E), Perceived Ease of Use (PEU), Perceived Usefulness (PU), and User Perception (UP) have been identified for factor analysis. All the five independent variables were hypothesized to be positively associated to a dependent variable namely Continuance Intention (CI). A survey was conducted on 170 IT students in one of the private universities in Malaysia. The students were given one trimester to experience the usability of Cloud e-Learning application. As an instrument to analyse the usability factors towards continuance intention of the application, a questionnaire consisting thirty questions was formulated and used. The collected data were analysed using SMARTPLS 3.0. The results obtained from this study observed that computer self-efficacy and enjoyment as intrinsic motivations significantly predict continuance intention, while perceived ease of use, perceived usefulness and user perception were insignificant. This outcome implies that computer self-efficacy and enjoyment significantly affect the willingness of students to continue using Cloud e-learning application in their studies. The discussions and implications of this study are vital for researchers and practitioners of educational technologies in higher education.

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An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education

Cited by 19 publications

References 76 publications

Investigating factors affecting learner’s perception toward online learning: evidence from ClassStart application in Thailand

Investigating factors affecting learner’s perception toward online learning: evidence from ClassStart application in Thailand

Mobile learning in higher education: A comparative analysis of developed and developing country contexts

Usability factors predicting continuance of intention to use cloud e-learning application

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