EFL learners’ self-determination and acceptance of LMOOCs: the UTAUT model

Hsu, Liwei

doi:10.1080/09588221.2021.1976210

Cited by 29 publications

(24 citation statements)

References 127 publications

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“…The chosen constructs are relevant and often referred to in HCI literature, such as anthropomorphism (see e.g., Epley et al, 2007;Eyssel et al, 2011Eyssel et al, , 2012 which based on theory, can be linked to the Relatedness to Technology Need, since both constructs assume the human tendency to ascribe human-like characteristics to nonhuman entities; as well as the UTAUT (see e.g., Attuquayefio & Addo, 2014;Venkatesh et al, 2003) which has previously been linked to the SDT and BPN Satisfaction (see e.g., Alowayr & Al-Azawei, 2021;Hsieh, 2023;Hsu, 2023;Osei et al, 2022). Specifically, we were interested in including the UTAUT factors Social Influence and Performance Expectancy, as we see a theoretical link between Social Influence and Relatedness to Others, as well as Performance Expectancy and the Needs for Autonomy and Competence.…”

Section: Item Generationmentioning

confidence: 99%

Development and Validation of a Basic Psychological Needs Scale for Technology Use

Moradbakhti,

Leichtmann,

Mara

2024

Psychological Test Adaptation and Development

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The aim of this work was to develop a valid and reliable scale to measure Basic Psychological Need Satisfaction for Technology Use (BPN-TU). According to the self-determination theory, satisfaction of the Basic Psychological Needs (BPNs) for Autonomy, Competence, and Relatedness is crucial to well-being and autonomous motivation. Research into the role of BPN Satisfaction in technology use is scarce, partly due to a lack of appropriate measuring tools. To develop a pool of original BPN-TU scale items, we held 10 interviews. Based on these items, we conducted four validation studies with four independent samples (total N = 821), collecting user responses to different technologies: digital voice assistant, exoskeleton, chatbot, and social robot. Good model fit was supported by confirmatory factor analyses for a twelve-item scale, containing three items each for satisfaction of users’ Autonomy, Competence, Relatedness to Others, and Relatedness to Technology. The scale was validated in English and German.

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Section: Item Generationmentioning

confidence: 99%

Development and Validation of a Basic Psychological Needs Scale for Technology Use

Moradbakhti,

Leichtmann,

Mara

2024

Psychological Test Adaptation and Development

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“…Moreover, a preponderant number of recent studies have investigated teachers or students' attitudes toward ICT integration (e.g., Eksail & Afari, 2019;Eraslan Yalcin & Kutlu, 2019). Previous studies extended one of the technology acceptance models, particularly TAM, TPB, and UTAUT with psychological factors such as motivation (Hsu, 2022) and pedagogical models such as technological pedagogical content knowledge (TPACK) (Hsu, 2016), in English as a Foreign Language (EFL) context based on teachers or students' attitudes toward ICT integration. Recent scholars highly recommended for future studies extend technology acceptance models by integrating teachers' professional knowledge (Hsu, 2016;Scherer & Teo, 2019).…”

Section: Theory Of Planned Behaviour (Tpb)mentioning

confidence: 99%

The role of university teachers’ 21st-century digital competence in their attitudes toward ICT integration in higher education: Extending the theory of planned behavior

Rahimi¹,

Tafazoli²

2022

JALTCALL

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Due to the massive integration of Information and Communication Technologies (ICTs) in higher education, teachers need to be highly digital competent and have positive attitudes to manage their classes effectively. In this regard, the European Framework for the Digital Competence of Educators (DigCompEdu) introduces a paradigm known as 21st-century competence that all teachers should acquire. Recently, scholars have explored the dimension of teachers' digital competence in the 21st century relating to a digital context. Thus, this explanatory study wants to take a step forward to add to the literature the role of university teachers' 21st-century digital competence in their attitudes toward ICT integration. To meet the end, a questionnaire was designed and administered to 350 Iranian university teachers who implemented ICTs in their classes. The result of partial least squares analysis (PLS-SEM) reveals the significant relationship between university teachers' information and data literacy, digital content creation, communication and collaboration, and problem-solving skills with three antecedents of behavioral intention and actual behavior for employing ICTs. Related pedagogical implications are addressed, such as running some teacher training programs for teachers to escalate their 21st-century digital competencies and making teachers aware of the role of these factors in managing their classes with ICTs.

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“…The chosen constructs are relevant and often referred to in HCI literature, such as anthropomorphism [see e.g., Epley et al, 2007, Eyssel et al, 2011 which based on theory, can be linked to the Relatedness to Technology Need; as well as the UTAUT [see e.g., Venkatesh et al, 2003, Attuquayefio andAddo, 2014] which has previously been linked to the SDT and BPN Satisfaction [see e.g., Alowayr and Al-Azawei, 2021, Hsieh, 2022, Osei et al, 2022, Hsu, 2021. Specifically, we were interested in including the UTAUT factors Social Influence and Performance Expectancy, as we see a theoretical link between Social Influence and Relatedness to Others, as well as Performance Expectancy and the Needs for Autonomy and Competence.…”

Section: Study 1: Bpn Satisfaction For the Interaction With A Banking...mentioning

confidence: 99%

Development and Validation of a Basic Psychological Needs Scale for Technology Use

Moradbakhti¹,

Leichtmann²,

Mara³

2022

Preprint

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The aim of this work was to develop a valid and reliable scale to measure Basic Psychological Need Satisfaction for technology use (BPN-TU). According to the Self-Determination Theory, satisfaction of the Basic Psychological Needs (BPNs) for Autonomy, Competence, and Relatedness is crucial to well-being and autonomous motivation. Research into the role of BPN Satisfaction in technology use is scarce, partly due to a lack of appropriate measuring tools. To develop a pool of original BPN-TU scale items, we held 10 interviews. Based on these items, we conducted four validation studies with four independent samples (total N = 821), collecting user responses to different technologies: digital voice assistant, exoskeleton, chatbot and social robot. Good model fit was supported by confirmatory factor analyses for a twelve-item scale, containing three items each for satisfaction of users' Autonomy, Competence, Relatedness to Others, and Relatedness to Technology. The scale was validated in English and German.

show abstract

EFL learners’ self-determination and acceptance of LMOOCs: the UTAUT model

Cited by 29 publications

References 127 publications

Development and Validation of a Basic Psychological Needs Scale for Technology Use

Development and Validation of a Basic Psychological Needs Scale for Technology Use

The role of university teachers’ 21st-century digital competence in their attitudes toward ICT integration in higher education: Extending the theory of planned behavior

Development and Validation of a Basic Psychological Needs Scale for Technology Use

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