Exploring the antecedents of collaborative learning performance over social networking sites in a ubiquitous learning context

Liao, Yi-Wen; Huang, Yueh‐Min; Chen, Hsin-Chin; Huang, Sheng Wen

doi:10.1016/j.chb.2014.10.028

Cited by 77 publications

(54 citation statements)

References 58 publications

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“…In terms of how PEU interrelates with PU, the findings of the present study support previous studies by Canië ls et al [53] and Fagan et al [45], which asserted that PEU positively and significantly influences PU. Moreover, turning now to the effect of PU and PEU on attitude toward CALL, it has been shown that PU had a direct impact on attitude, whereas PEU only indirectly influenced attitude through the mediation of PU.…”

Section: B the Structural Modelsupporting

confidence: 82%

“…When considering the ease of use of CALL, its usefulness also needs to be prioritized. Successful design and implementation of e-learning depends greatly upon learners' satisfaction with the system [45], [54], [55], and the results of descriptive statistics reported that the mean score of participants' satisfaction toward CALL was the highest (6.07 out of 7). The structural analysis also confirmed that EFL learners' attitude toward CALL significantly led to their satisfaction, as previous studies have pointed out.…”

Section: B the Structural Modelmentioning

confidence: 99%

“…In this study, the term satisfaction is defined as the extent to which EFL learners' belief that CALL is able to meet their needs is decisive to their continued usage [45]. Prior studies [46], [47] have postulated that an individual's perception of the quality of a system is positively correlated with his/her satisfaction.…”

Section: A Proposed Model and Research Hypothesesmentioning

confidence: 99%

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EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning

Hsu¹

2017

IJIET

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Abstract-This study reports on an empirical analysis of the relationship between EFL learners' motivation variables and other variables of their uptake of computer-assisted language learning (CALL) with the application of the Technology Acceptance Model (TAM). Data were collected from 533 high school students in southern Taiwan through a questionnaire survey, and were analyzed through descriptive statistics and structural equation modeling (SEM). The results of the descriptive statistics revealed that participants were highly satisfied with the use of CALL. According to the SEM results, five of the eight proposed research hypotheses were supported: extrinsic and intrinsic motivation were both found to significantly affect perceived ease of use; however, the effect of extrinsic motivation was negative. In contrast, neither of these two motivation variables were significant to perceived usefulness. Perceived ease of use had a significant influence on perceived usefulness. Regarding how perceived ease of use and perceived usefulness affected the participants' attitude toward CALL, perceived usefulness was significant, while perceived ease of use was not. The participants' attitude was further discovered to significantly affect their satisfaction with CALL. The SEM analysis also revealed that some indirect effects might exist in the proposed model. The Sobel Test confirmed the roles that perceived ease of use and perceived usefulness played as mediators in the model.

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Section: B the Structural Modelsupporting

confidence: 82%

Section: B the Structural Modelmentioning

confidence: 99%

Section: A Proposed Model and Research Hypothesesmentioning

confidence: 99%

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EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning

Hsu¹

2017

IJIET

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“…Regarding the effect that PEU would lead to PU, this present study echoes the findings of previous studies [29]- [31] that explicitly reported that PEU positively and significantly influences PU. Both PEU and PU have a significant effect on the hospitality students' intention to use M-Learning.…”

Section: Discussionsupporting

confidence: 81%

Examining Effectiveness of m-Learning in Hospitality Education with Revised Technology Acceptance Model

Hsu¹,

Tourism²,

Chen³

2018

IJIET

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Abstract-This study explored the effectiveness of using mobile devices in the learning of hospitality subjects. Four hundred and thirty-seven (437) high school students in a hospitality program in Taiwan participated in this survey and the revised technology acceptance model (TAM) was adopted as the major research instrument. Seven research hypotheses were posited. The results of statistical analysis indicated that participants regarded perceived ease of use (PEU) as being more important than perceived usefulness (PU) when M-Learning (a combination of mobile device and e-learning) is designed to be integrated in teaching and learning hospitality subjects. Five of the seven research hypotheses were supported by the structural equation model (SEM). Specifically, this study found that the genre of courses (academic course and practical course) did not significantly lead to either PEU or PU but it resulted significantly in participants' having different behavioral intention to use (IU) M-Learning. Moreover, PEU as well as PU were significantly related to IU. Counterintuitively, IU has a significantly negative effect on the effectiveness of self-learning.

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“…Previous studies have researched the TAM model extended by factors such as perceived enjoyment (Lee, Cheung, & Chen, 2005), social influence (Cheung & Vogel, 2013), and perceived playfulness (Liao, Huang, Chen, & Huang, 2015) in e-learning related technology acceptance. This study introduces a new construct, perceived learner control into the TAM model, and identifies its positive influence on perceived usefulness and ease of use.…”

Section: Discussionmentioning

confidence: 99%

Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

Zhang

Yin

Luo³

et al. 2016

AJET

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Massive open online course (MOOC) learning attracts more and more attention in both the practice and the research field. Finding out what factors influence learners' MOOC adoption is of great importance. This study focuses on learner control, user characteristics and platform difference. Hypotheses and a research model are proposed by incorporating perceived learner control, e-learning self-efficacy, and personal innovativeness in information technology (PIIT) into the original technology acceptance model (TAM). With the empirical data from 214 MOOC learners, the effects of perceived learner control on perceived usefulness and perceived ease of use are confirmed. E-Learning self-efficacy is found to have positive influence on perceived learner control and ease of use. While the effect of PIIT on perceived learner control is not supported, PIIT influences learners' perception of usefulness and ease of use. Furthermore, a comparison between foreign and native MOOC platforms shows the former should emphasize ease of use more, and the latter should emphasize usefulness more, to enhance their attractiveness.

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Exploring the antecedents of collaborative learning performance over social networking sites in a ubiquitous learning context

Cited by 77 publications

References 58 publications

EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning

EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning

Examining Effectiveness of m-Learning in Hospitality Education with Revised Technology Acceptance Model

Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

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