IT Infrastructure and Perceived Ease of Use to Increase E-Learning Adoption

Othman, Nooraini; Alamsyah, Doni Purnama; Utomo, Satrio Matin

doi:10.1109/icimtech55957.2022.9915218

Cited by 6 publications

(3 citation statements)

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“…The concept of perceived playfulness is closely associated with the experiences of students within the e-learning environment [13]. The notion in question is present in the TAM (Technology Acceptance Model) and UTAUT (Unified Theory of Acceptance and Use of Technology) frameworks [26], which serve as explanatory models for understanding the factors influencing users' acceptance and utilization of technology, specifically in the context of e-learning technology [27]. The aspect of Perceived Playfulness has been identified as a significant determinant in shaping users' intents to embrace and utilize e-learning technologies [28].…”

Section: Perceived Playfulnessmentioning

confidence: 99%

E-learning and sustainable user: The model of academic performance in e-learning

Susanti,

Karim,

Ramdhani

2024

E3S Web of Conf.

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Sustainability issues and the significance of academic performance in e-learning are intricately linked. E-learning can support the environmental issue (paperless), and sustainable learning system. Academic excellence produces individuals who are prepared to advocate for positive, long-lasting change in industry and society. Investigating issues pertaining to academic achievement, a study was undertaken to analyze academic performance models with the assistance of e-learning satisfaction. Utilizing a quantitative survey design, information was gathered from 663 students and analyzed with SmartPLS. The examination and evaluation are conducted in accordance with research hypotheses. The findings of the study indicate that satisfaction with e-learning is affected by perceived relatedness, competence, and levity, with playfulness having the greatest impact. Satisfaction with e-learning is crucial to establishing a productive learning environment in this instance. Additionally, academic achievement in e-learning is positively correlated with e-learning satisfaction, suggesting that students can attain higher levels of academic success through a gratifying learning experience. Hence, e-learning assumes a critical function in bolstering sustainable industrial progress while offering substantial advantages to both learners and society at large.

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Section: Perceived Playfulnessmentioning

confidence: 99%

E-learning and sustainable user: The model of academic performance in e-learning

Susanti,

Karim,

Ramdhani

2024

E3S Web of Conf.

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“…This idea is frequently employed within the realm of information technology, namely in the domains of e-learning applications and learning management systems [22]. The theoretical framework of Continuance Intention Theory draws upon various behavioural theories, such as TAM Theory (Theory of Planned Behaviour) and Satisfaction-Perceived Quality Theory [6,23]. According to Continuance Intention Theory, the determination to persist in utilising a technology or service is not just contingent upon the initial decision to accept said technology.…”

Section: Continuance Intentionmentioning

confidence: 99%

“…Its application might prove important in formulating effective tactics aimed at fostering sustained technology adoption. From a user's standpoint, the concept of continuation intention is seen as a framework for comprehending the factors that influence students' choices to either persist in or discontinue their usage of a particular technology or service [23]. In the context of the e-learning idea, there are three key factors that warrant attention with regards to continuity intention.…”

Section: Continuance Intentionmentioning

confidence: 99%

Sustainable of e-learning environments: Model of continuance intention

Indriana,

Alamsyah

2024

E3S Web of Conf.

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Sustainable of e-learning based on continuance intention use of technology. E-learning reduce the environment impact, minimized the forestation and paper waste. This study examines the relationship between organisational support, satisfaction with e-learning, and the intention to continue using e-learning within an organisational setting. The study employed a quantitative survey methodology to gather data from students (undergraduate program), with the utilisation of an online questionnaire for data collection. A total of 642 students participated as respondents in the study, and the data was analysed utilising the SmartPLS software. The analysis was conducted based on research hypotheses. The study’s results show a strong link between organisational support and both e-learning satisfaction and desire to continue, which highlights how important it is to have long-lasting support systems. Furthermore, e-learning happiness is found to increase the desire to keep using e-learning platforms, which has long-term implications for their viability. These results are very important for colleges in Indonesia that are starting to use e-learning because they show how important it is to keep supporting students in all areas, including hardware, software, and people. The study does, however, make us think about how long these support systems will last and highlights the need for more research into the core factors that contribute to organisational support in the field of e-learning. Support systems that last must be in place for e-learning programmes to continue to work. More study can help us understand how to keep and improve these systems.

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The Effectiveness and Efficiency of Using E-Learning in a Digital Learning Environment

Othman,

Alamsyah,

Kerta

et al. 2024

E3S Web Conf.

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Human-Computer Interaction (HCI) supports the effectiveness and efficiency of using e-learning in a digital learning environment. Adapting technology to e-learning with the support of HCI is an important part of measuring e-learning effectiveness. This research aims to investigate how the implementation of HCI in digital learning affects the behavior of elearning users. The study was carried out by testing a model that can support e-learning effectiveness with the support of technological factors, pedagogical factors, individual characteristics and instructor characteristics. The survey research method was carried out by collecting data using quantitative methods. Data was obtained through online questionnaires from students with experience with e-learning environments. The data was tabulated and processed using a linear regression approach with the SmartPLS statistical data processing tool. Hypothesis were developed to test and analyze the research model. The research results show that technological factors, pedagogical factors, instructor characteristics, and individual characteristics of e-learning users can increase e-learning effectiveness. Individual characteristics are the main factors that can control e-learning effectiveness. The research findings explained the importance of interaction from e-learning users in measuring the success of implementing HCI in elearning. Universities, as providers of digital learning through e-learning, are deemed to pay attention to individual characteristics through face-to-face elearning designs that are more effective and user-friendly.

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IT Infrastructure and Perceived Ease of Use to Increase E-Learning Adoption

Cited by 6 publications

References 0 publications

E-learning and sustainable user: The model of academic performance in e-learning

E-learning and sustainable user: The model of academic performance in e-learning

Sustainable of e-learning environments: Model of continuance intention

The Effectiveness and Efficiency of Using E-Learning in a Digital Learning Environment

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