Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model

Estriégana, Rosa; Merodio, José Amelio Medina; Barchino, Roberto

doi:10.1016/j.compedu.2019.02.010

Cited by 249 publications

(202 citation statements)

References 58 publications

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“…The result of their studies indicate that all the proposed hypotheses are supported. A very recent study in Spain based on the TAM model test on 245 students who took the online computer course (Estriegana, Medina-Merodio, & Barchino, 2019), the results of this study confirm the purpose of the TAM model and demonstrate that it is a good theoretical tool to understand the acceptance of such a system by users.…”

Section: Technology Acceptance Modelsupporting

confidence: 70%

“…From previous studies (Chow & Shi, 2014;Estriegana et al, 2019; M.-C. Lee, 2010;Sun et al, 2008;Wook et al, 2015;), perceived ease of use in e-learning could be affected by several anchors related to individual learner characteristics regarding LMS use (including computer anxiety, perceived enjoyment and computer self-efficacy). Furthermore, (Sun et al, 2008) find that computer anxiety has negative impact on perceived ease of use.…”

Section: Research Hypothesesmentioning

confidence: 98%

“…The background research described in Section 2 presents models, which the researchers believe have proven their effectiveness in online learning environments (Chow & Shi, 2014;Cidral et al, 2018;Estriegana et al, 2019;Matzat & Vrieling, 2016;Mohammadi, 2015;Lin & Wang, 2012;Sun et al, 2008). Models such as TAM and ECM include several factors (such as perceived enjoyment, perceived ease of use, computer anxiety, attitude towards LMS, subjective norm, image and perceived usefulness) which have been identified as having significant effects on student satisfaction and the intention to continue using the e-learning system.…”

Section: E-learner Success Assessment Modelmentioning

confidence: 99%

“…In the last five years, several studies in the field of e-learning were conducted to try to understand the factors that help learners succeed in their online training (Cidral et al, 2018;Estriegana et al, 2019;Liaw & Huang, 2013;Matzat & Vrieling, 2016;Wook et al, 2015). The results clearly indicate that the main factors are continuity of use with learner engagement, as well as a perceived satisfaction with the LMS.…”

Section: Research Hypothesesmentioning

confidence: 99%

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An Analysis to Understand the Online Learners’ Success in Public Higher Education in Morocco

Safsouf

Mansouri²,

Poirier

2020

JITE:Research

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Aim/Purpose: This study focuses on the learners’ success toward learning management systems in higher education in Morocco and also proposes a theoretical model to better understand the determinants of learners’ satisfaction, self-regulation and continuance intention to use these systems. For this purpose, variables which may have a positive or negative influence in our model are examined. Background: The latest version of the technology acceptance model, expectation–confirmation model, DeLone and McLean Information systems success model and self-regulated learning theory, have been used. This study proposes a causal model named e-learner success assessment model or e-LSAM. Methodology: In this study, a structural equation model (SEM) approach was used for the empirical validation and testing of correlation hypotheses between e-LSAM constructions. Contribution: This research extends previous literature on the factors that can contribute to learners’ use, engagement, satisfaction and success in an e-learning system, we also propose a causal model named e-learner success assessment model (e-LSAM). Findings: The results indicate that, learner’s success in an e-learning system could be explained by self-regulation and learners’ intention to continue using LMS, which is explained by learners’ satisfaction. The results also show that the system quality, course and information quality, course flexibility, diversity in assessments and social interactions can improve learners’ satisfaction with LMS platforms Impact on Society: This study will enable the university and higher school in Morocco to better understand the critical factors to be undertaken to improve student performance and educational levels. Future Research: This document is a general overview of factors that help to understand learner’s success in an eLearning system; it is not without limitations. Our research did not take into account the effects of demographic attributes such as gender, age, level of education and others. More specifically, Morocco, like any other country, has its own traditions and culture, future research should explore how these aspects influence the success of learners in an e-learning system.

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Section: Technology Acceptance Modelsupporting

confidence: 70%

Section: Research Hypothesesmentioning

confidence: 98%

Section: E-learner Success Assessment Modelmentioning

confidence: 99%

Section: Research Hypothesesmentioning

confidence: 99%

See 2 more Smart Citations

An Analysis to Understand the Online Learners’ Success in Public Higher Education in Morocco

Safsouf

Mansouri²,

Poirier

2020

JITE:Research

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“…As a consequence of Davis' [11] assessment, it could be argued that successful implementation of m-learning in high schools of developing countries requires investigation of all stakeholders' attitudes. A plethora of studies has been conducted to identify factors that affect the acceptance of mobile learning [12][13][14][15]. However, a key issue is whether academics have adopted an adequately broad approach when investigating the attitudes of the main players in a high school instructional setting [16].…”

Section: Introductionmentioning

confidence: 99%

Understanding Rural Parents’ Behavioral Intention to Allow Their Children to Use Mobile Learning

Mutambara¹,

Bayaga²

2020

Lecture Notes in Computer Science

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Faced with many challenges resulting in learners' poor performance at the matriculation level, emphasis on Science, Technology, Engineering and Mathematics (STEM) education is in its infancy in South African's high schools. However, studies have shown that mobile learning (m-learning) can be used to mitigate the challenges of STEM education. Despite, the benefits of mobile learning to rural STEM learners, its full potential has not been realized because the adoption of m-learning depends on users' acceptance. Prior studies focused on teachers' and learners' acceptance of mobile learning. However, little is known about parents' acceptance of m-learning, especially in rural areas. This study explores the acceptance of m-learning by parents of rural high school STEM learners. The study proposes the parents' acceptance of m-learning model, which extends the technology acceptance model by introducing perceived social influence and perceived resources. Stratified random sampling was used to select 200 parents in the survey. Partial least squares structural equation modeling (PSL-SEM) was used to analyze data from 129 valid questionnaires. The proposed model explained 41% of the variance in parents' acceptance of mobile learning. Attitude towards the use was found to be the best predictor and the only factor that have a direct effect on behavioral intention to use mobile learning. However, all other factors have an indirect influence on behavioral intention. The findings revealed that for mobile learning to be successfully implemented in rural areas, resources need to be provided.

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Development and assessment of an integrated anatomy mobile app

2022

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Curricular hours for anatomical sub‐disciplines (gross anatomy, embryology, histology, and neuroanatomy) continue to decline, while medical schools are simultaneously transitioning to systems‐based, vertically integrated curricula. This requires students to learn and integrate all basic science content for a learning block prior to the summative assessment. Currently, no educational technology resource exists that integrates the four anatomical sub‐disciplines into a single resource to supplement integrated curricula. The objective of this study was to assess a novel integrated anatomical sciences mobile app for medical students. The 4natomy mobile app was developed to integrate the four sub‐disciplines for a single topic, the spinal cord. The app was distributed to first‐year medical students during the neurological disorders learning. Following the learning block, assessment of the student acceptance and experience with the app was conducted through a technology acceptance model (TAM) framework survey. The results indicated that students found the app to be useful (p < 0.001) and easy to use (p < 0.05), predicting continued future usage of the app. Students requested expanded anatomy content for the entire learning block, as well as more clinical correlations, videos, and animations. The integrated anatomy mobile app developed in this study was useful and easy to use, indicating continued use within an integrated medical curriculum. This was the first study to utilize the TAM as a conceptual framework for technology assessment in medical education, suggesting that future studies that develop new technologies should adapt the TAM for user testing.

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Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model

Cited by 249 publications

References 58 publications

An Analysis to Understand the Online Learners’ Success in Public Higher Education in Morocco

An Analysis to Understand the Online Learners’ Success in Public Higher Education in Morocco

Understanding Rural Parents’ Behavioral Intention to Allow Their Children to Use Mobile Learning

Development and assessment of an integrated anatomy mobile app

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