Mobile Technology for Learning Satisfaction Among Students at Malaysian Technical Universities (MTUN)

Ng, Kim Soon; Ahmed, Ibrahim Mohamud; Razzaly, Wahid; Ahmad, Abd Rahman; Sirisa, Ng Mei Xin

doi:10.1166/asl.2017.7140

Cited by 10 publications

(6 citation statements)

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“…Further, the empirical results of this study have supported the significant relationship between performance expectancy and satisfaction with Moodle. This significant relationship was reported in prior studies (e.g., Al-Emran et al, 2020;Alshurideh et al, 2020;S.-C. Chen et al, 2013;Joo et al, 2017;Kim-Soon et al, 2017;Oghuma et al, 2016). This result could be attributed to the fact that when Moodle enhances the performance of the students, they would generally be satisfied with the system.…”

Section: Discussionsupporting

confidence: 77%

“…Hong et al (2006) and Dia et al (2020) reported that a user's perceived PE of a technology is a key determinant of satisfaction and continuance intention. Prior studies reported the significant positive effect of PE on satisfaction (e.g., Joo et al, 2016;Kim-Soon et al, 2017;Kumar et al, 2018;Lim et al, 2019), and continuous intention to use a technology (e.g., Foroughi et al, 2019;Gilani et al, 2017;Rabaai, 2015;Rabaai et al, 2015;Rabaa'i, 2016Rabaa'i, , 2017bRabaa'i and Zhu, 2021;Rabaa'i, in press;Shaw & Sergueeva, 2019;. Additionally, previous studies also confirmed the significant relationship between PE and users' attitude (e.g., Dai et al, 2020;Ding, 2019;Gasaymeh & Waswas, 2019;Ifinedo, 2018;Sabah, 2019).…”

Section: Figure 1 the Ecm (Bhattacherjee 2001a)mentioning

confidence: 68%

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Students’ Continuance Intention to Use Moodle: An Expectation-Confirmation Model Approach

Rabaa'i

ALmaati

Zhu

2021

IJIKM

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Aim/Purpose: This study aims at investigating the factors that influence students’ continuous intention to use Moodle, as an exemplar of learning management systems (LMSs), in the post-adoption phase. Background: Higher education institutions (HEIs) have invested heavily in learning management systems (LMSs), such as Moodle and BlackBoard, as these systems enhance students’ learning and improve their interactions with the educational systems. While most studies on LMSs have focused on the pre-adoption or acceptance phases of this technology, the determinant factors that influence students’ continuance intention to use LMSs have received less attention in the information systems (IS) literature. Methodology: The theoretical model for this study was primarily drawn from the expectation-confirmation model (ECM). A total of 387 Kuwaiti students, from a private American University in the State of Kuwait, participated in this study. Partial least squares (PLS) was employed to analyze the data. Contribution: This study contributes to the existing scientific knowledge in different ways. First, this study extends the expectation confirmation model (ECM) by integrating factors that are important to students’ continuous intention to use LMSs, including system interactivity, effort expectancy, attitude, computer anxiety, self-efficacy, subjective norms, and facilitating conditions. Second, this study adds on a Kuwaiti literature context by focusing on the continuous intention to use LMSs, which is, to the best of our knowledge, the first study that extends and empirically assesses the applicability of the ECM in the LMSs context in a developing country – Kuwait. Third, this study conceptually and empirically differentiates between satisfaction and attitude, as two separate affect constructs, which were taken as interchangeable factors in ECM, and were disregarded by a large number of prior ECM studies concerned with continuous use intention. Finally, this study aims to assist HEIs, faculty members, and systems’ developers in understanding the main factors that influence students’ continuance use intention of LMSs. Findings: While subjective norms were not significant, the results mainly showed that students’ continuous intention to use Moodle is significantly influenced by performance expectancy, effort expectancy, attitude, satisfaction, self-efficacy and facilitating conditions. The study’s results also confirmed that satisfaction and attitude are two conceptually and empirically different constructs, conflicting with the views that these constructs can be taken as interchangeable factors in the ECM. Recommendations for Practitioners: This study offers several useful practical implications. First, given the significant influence of system interactivity on performance expectancy and satisfaction, faculty members should modify their teaching approach by enabling communication and interaction among instructors, students, and peers using the LMS. Second, given the significant influence of performance expectancy, satisfaction, and attitude on continuous intention to use the LMS, HEIs should conduct training programs for students on the effective use of the LMS. This would increase students’ awareness regarding the usefulness of the LMS, enhance their attitude towards the LMS, and improve their satisfaction with the system. Third, given the significant role of effort expectancy in influencing performance expectancy, attitude, and students’ continuous intention to use Moodle, developers and system programmers should design the LMS with easy to use, high quality, and customizable user interface. This, in turn, will not only motivate students’ performance expectancy, but will also influence their attitude and continuous intention to use the system. Recommendation for Researchers: This study conceptually and empirically differentiates between satisfaction and attitude, as two separate affect constructs, which were taken as interchangeable factors in ECM and were disregarded by a large number of prior ECM studies concerned with continuous use intention. Hence, it is recommended that researchers include these two constructs in their research models when investigating continuous intention to use a technology. Impact on Society: This study could be used in other countries to compare and verify the results. Additionally, the research model of this study could also be used to investigate other LMSs, such as Blackboard. Future Research: This study focused on how different factors affected students’ continuous intention to use Moodle but did not consider all determinants of successful system, such as system quality, information quality, and instructional as well as course content quality. Thus, future research should devote attention to the effects of these quality characteristics of LMS.

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Section: Discussionsupporting

confidence: 77%

Section: Figure 1 the Ecm (Bhattacherjee 2001a)mentioning

confidence: 68%

Students’ Continuance Intention to Use Moodle: An Expectation-Confirmation Model Approach

Rabaa'i

ALmaati

Zhu

2021

IJIKM

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“…It was also shown, in a study regarding the intention to use m-learning by a group of postgraduates of The British University in Dubai in the United Arab of Emirates (UAE) that there is a positive strong correlation between perceived usefulness and satisfaction. This connection was also confirmed by other research [92,93] and is due to the fact that when students see the usefulness of using m-learning by increasing their performance, they will experience high levels of satisfaction, which will affect their attitude towards the use of m-learning [39]. Our hypothesis related to the role of PU is: Hypothesis (H8).…”

Section: Hypothesis (H7)supporting

confidence: 82%

Determinants of Economical High School Students’ Attitudes toward Mobile Devices Use

Moca

Bădulescu

2023

Sustainability

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Due to recent considerable technology breakthroughs in the education sector, new tools have been developed to improve learning. Motivating students to use new devices for learning rather than just for amusement, however, is a difficulty. The COVID-19 pandemic prompted the adoption of technological devices for course delivery, thereby highlighting the significance of mobile learning (m-learning) and allowing educators, students, and other stakeholders in the education sector to recognize its potential, advantages, drawbacks, and challenges. As m-learning has been an essential aspect of education for some time now, there is growing interest in assessing its long-term viability and usefulness across various educational domains, including economics. New technologies like computers, the internet, and related tools can help by bringing life to the classroom, gauging student progress, simulating economic activities and phenomena, and teaching vital skills needed for the economic world, like entrepreneurship. This study aims to explore the potential of incorporating new technologies in economic education, we study the tendency of the economical high school students towards using mobile devices for learning activities. A total of 407 participants were involved in research, the data from these respondents being collected with the help of a questionnaire survey. The original technology acceptance model (TAM) has been extended and the role of various external factors such as the subjective norm, learning autonomy, facilitating conditions or self-efficacy has been addressed. A list of hypotheses was proposed to validate the underlying model and provide guidance on how external factors affect attitudes towards using mobile devices. The empirical results indicated that perceived ease of use and perceived usefulness are significant predictors to explain the attitudes towards mobile devices use and m-learning and the analyzed external factors have a positive influence on them. In terms of methods used, we characterize the perception of students by structural equations modelling (SEM). This study identifies and analyzes the factors that influence students’ attitude and readiness towards mobile technology use in education, providing valuable insights into improving the adoption of new technologies and to evaluate the sustainability of m-learning in economic education.

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“…These questionnaires have been the key points of the many scientific experiments carried out. The analysis of the 221 articles shows this, by either survey or interview, by means of Likert scale questions to develop them [41][42][43]. Various statistical techniques were applied to process the articles, including structural equation models, regressions and analysis of variance (ANOVA) [44].…”

Section: Type Of Studymentioning

confidence: 99%

Transport Poverty with Special Reference to Sustainability: A Systematic Review of the Literature

et al. 2021

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The aim of this work is to analyse the state of the art of scientific research related to transport poverty with special reference to sustainability and to identify new research needs. To this end, a methodology has been used in line with the objective set out, choosing the systematic review of the literature as the most suitable method. The results show that transport poverty is an under-exploited issue and is not well articulated by researchers, and there are great differences between the different areas of knowledge studied. The subjects related to health and medicine have more publications, almost 58%, with the rest distributed among 11 different subjects. Of the works analysed, only 26.69% refer to the topic of sustainability, and therefore this is a branch which is little studied in the literature in this field. Another relevant finding is that all the articles analysed highlight the vulnerability and inequality of the groups affected by transport poverty, with the elderly being the least studied in the research work.

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Mobile Technology for Learning Satisfaction Among Students at Malaysian Technical Universities (MTUN)

Cited by 10 publications

References 0 publications

Students’ Continuance Intention to Use Moodle: An Expectation-Confirmation Model Approach

Students’ Continuance Intention to Use Moodle: An Expectation-Confirmation Model Approach

Determinants of Economical High School Students’ Attitudes toward Mobile Devices Use

Transport Poverty with Special Reference to Sustainability: A Systematic Review of the Literature

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