Factors that influence university students’ intention to use Moodle: a study in Macau

Teo, Timothy; Zhou, Mingming; Fan, Andy Chun Wai; Huang, Fang

doi:10.1007/s11423-019-09650-x

Cited by 130 publications

(117 citation statements)

References 58 publications

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“…Students' experience and familiarity with the system, and ability to use the system and perform tasks (self-efficacy), can stimulate their positive attitudes toward the e-learning system, thus their overall satisfaction about it. The relationship between the learner as a stand-alone construct and system use has not been tested before, although similar results were reported in several studies between learner sub-dimensions and use of the system or intention to use the system (Kim and Park, 2018;Mohammadi, 2015;Sánchez and Hueros, 2010;Teo et al, 2019). Statistical results support hypotheses H7a and H7b.…”

Section: Discussionsupporting

confidence: 78%

Evaluating E-learning systems success: An empirical study

Al-Fraihat

Joy

Masa’deh

et al. 2020

Computers in Human Behavior

819

599

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Section: Discussionsupporting

confidence: 78%

Evaluating E-learning systems success: An empirical study

Al-Fraihat

Joy

Masa’deh

et al. 2020

Computers in Human Behavior

819

599

View full text Add to dashboard Cite

show abstract

“…Ultimately, it should be pointed out that these were two instruments, and two models of diagnosis of the degree of acceptance and motivation that a technology created. This can also be observed in its recent use in other research studies that analyzed other technologies, i.e., in the case of the TAM, through the different works conducted for videogames [89], for Moodle [90], or for virtual training [91]; and for the IMMS, the study with videogames [89,92]. Therefore, our work points to the usefulness of both models.…”

Section: Discussionsupporting

confidence: 68%

Educational Uses of Augmented Reality (AR): Experiences in Educational Science

et al. 2019

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Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself.

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“…Kao and Tsai (2009) also agreed that teachers' intentions to use technology is significantly influenced by their positive or negative attitudes toward it. Similarly, Teo et al (2019) stated that users' attitudes played a key role in determining their positive behavioral intentions to use technology. In the Middle East, there is evidence that teachers' attitudes determine their behavioral intentions.…”

Section: Attitude Toward Gamificationmentioning

confidence: 99%

Do Teachers Attitudes, Perception of Usefulness, and Perceived Social Influences Predict their Behavioral Intentions to Use Gamification in EFL Classrooms? Evidence from the Middle East

Asiri¹

2019

International Journal of Education and Practice

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To motivate learners, teachers of English as a foreign language (EFL) are encouraged to use gaming elements, which can stimulate students take a more active role in the learning process. There are many free and informal online applications now available to support this model, but not all EFL teachers, particularly female ones, are inclined to introduce gamification. Three essential variables that may influence their behavioral intentions to use gamified applications are attitude, perceived usefulness, and perceived social influence, which this study aims to investigate. This is a quantitative study based on a sample of 157 female EFL teachers. The data was collected through a questionnaire, the results of which indicate that attitude, perceived usefulness, and perceived social influence are significant predictors of teachers' behavioral intentions to use gamification. Contribution/Originality: This study is one of only a few that has investigated the factors influencing female teachers' behavioral intentions to use gamified applications in Saudi schools. It contributes to the existing body of literature by providing empirical evidence on how the expectations of those around us, together with our attitudes and perceived usefulness, affect our decisions. participation as more meaningful and engaging. Moreover, using games in educational contexts benefits students in various ways: increasing engagement in the learning process, stimulating positive behaviors, and facilitating the acquisition of knowledge and skills (Sobocinski, 2018). According to Vukovac et al. (2018), only a few primary and secondary teachers are familiar with the concept of gamification, while their use of such applications is still limited. In Saudi Arabia, Alabbasi (2018) conducted a survey to determine teachers' perspectives of using gamification techniques and found that, although a reasonable number held a positive view, some felt negatively about the effects of certain gaming elements on learners. Furthermore, Alfulaih (2018) discovered that a considerable number of English as a foreign language (EFL) teachers struggled

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Factors that influence university students’ intention to use Moodle: a study in Macau

Cited by 130 publications

References 58 publications

Evaluating E-learning systems success: An empirical study

Evaluating E-learning systems success: An empirical study

Educational Uses of Augmented Reality (AR): Experiences in Educational Science

Do Teachers Attitudes, Perception of Usefulness, and Perceived Social Influences Predict their Behavioral Intentions to Use Gamification in EFL Classrooms? Evidence from the Middle East

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