Factors that influence the perceived advantages and relevance of Facebook as a learning tool: An extension of the UTAUT

Escobar‐Rodríguez, Tomás; Carvajal-Trujillo, Elena; Monge-Lozano, Pedro

doi:10.14742/ajet.585

Cited by 69 publications

(62 citation statements)

References 69 publications

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“…These results concur with numerous studies that reported the main reasons for individuals to use social media are to socialise, communicate, and maintain relationships (Escobar-Rodríguez, Carvajal-Trujillo, & Monge-Lozano, 2014;Everson, Gundlach, & Miller, 2013;Robyler et al, 2010). The current student generation belong to the millennial generation (i.e.…”

Section: Malaysian Perspectivesupporting

confidence: 92%

Social media and their use in learning: A comparative analysis between Australia and Malaysia from the learners’ perspectives

Balakrishnan

Teoh

Pourshafie

et al. 2016

AJET

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This study is an investigation into factors that encourage and/or inhibit the use of social media in the academic learning process between Australian and Malaysian students at higher learning institutions. Push-pull-mooring theory was used as a guide, resulting in seven independent variables (convenience, social influence, academic reasons, ease of use, social networking, barriers, and e-learning perception), and one dependent variable (teaching and learning benefit). The study included a survey of 524 respondents (NAustralia = 214; NMalaysia = 310). Path modeling analysis revealed three common factors between students from both countries: academic reasons, barriers, and social networking. However Malaysian students revealed a significant greater emphasis on academic reasons and barriers compared to their Australian counterparts. No significant difference was noted for social networking, suggesting that the use of social media as a means to maintain social interaction is popular regardless of cultural differences. Alternatively, significant effects were observed for convenience and e-learning perception among Australian students, while ease of use was found to have significant impact on Malaysian students. The findings suggest that cultural differences and the education system will impact the use of social media as an online learning tool.

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Section: Malaysian Perspectivesupporting

confidence: 92%

Social media and their use in learning: A comparative analysis between Australia and Malaysia from the learners’ perspectives

Balakrishnan

Teoh

Pourshafie

et al. 2016

AJET

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“…Same results were revealed when we came to test H4, were the results showed that students costumed to technology more likely to have a positive intention to use e-learning system. In fact, the effect of both hedonic motivation and habit revealed very significant impact on students behavioural intention to use Facebook as a learning as reported by Escobar-Rodríguez et al (2014).…”

Section: Discussionmentioning

confidence: 73%

Modeling Factors Affecting Student’s Usage Behaviour of E-Learning Systems in Lebanon

Masa'deh¹,

Tarhini²,

Mohammed³

et al. 2016

IJBM

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This study seeks to explore the factors that influence students' usage behaviour of e-learning systems. Based on the strong theoretical foundation of the Unified Theory of Acceptance and Use of Technology (UTAUT) and using structural equation modeling (SEM) via AMOS 21.0, this research paper examines the impact of performance expectancy, effort expectancy, hedonic motivation, habit, social influence, and trust on student's behavioural intention, which is later examined along with facilitating conditions on student's usage behaviour of e-learning systems. Data was collected from students at two universities in Beirut (capital of Lebanon) using a cross-sectional questionnaire survey between January and March 2015. The results revealed direct positive effect of performance expectancy, hedonic motivation, habit, and trust on student's behavioural intention to use e-learning explaining around 71% of overall behavioural intention. Meanwhile, behavioural intention and facilitating conditions accounted for 40% with strong positive effects on student's usage behviour of e-learning systems. However, both effort expectancy and social influence did not impact student's behavioural intention.

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“…Last, [19] employed UTAUT2 to discover the perceived advantages and relevance of Facebook as a learning tool. Analysis of data from a questionnaire completed by business administration students at a Spanish public university (N=956) showed that Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Hedonic Motivation and Habit all influenced students' intention to use Facebook in relation to their studies.…”

Section: Utaut and Social Media Adoptionmentioning

confidence: 99%

Social Media in Educational Practice: Faculty Present and Future Use of Social Media in Teaching

Valle¹,

Gruzd

Haythornthwaite³

et al. 2017

Proceedings of the 50th Hawaii International Conference on System Sciences (2017)

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Factors that influence the perceived advantages and relevance of Facebook as a learning tool: An extension of the UTAUT

Cited by 69 publications

References 69 publications

Social media and their use in learning: A comparative analysis between Australia and Malaysia from the learners’ perspectives

Social media and their use in learning: A comparative analysis between Australia and Malaysia from the learners’ perspectives

Modeling Factors Affecting Student’s Usage Behaviour of E-Learning Systems in Lebanon

Social Media in Educational Practice: Faculty Present and Future Use of Social Media in Teaching

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