Students' Attitudes Towards the Use of Mobile Technologies in e-Evaluation

Al-Emran, Mostafa; Salloum, Said A.

doi:10.3991/ijim.v11i5.6879

Cited by 78 publications

(50 citation statements)

References 14 publications

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“…This result is in agreement with the results revealed by [21]. On the other side, these results contradict with other studies like [22], [23], in which these studies did not reveal any significant difference between the students' genders. With regard to the second research question which concerns about measuring the students' attitudes towards the use of M-learning with regard to smartphone ownership, the results revealed that those who own smartphones were more positive than those who don't towards the use of M-learning.…”

Section: Discussionsupporting

confidence: 85%

Students and Educators Attitudes towards the use of M-Learning: Gender and Smartphone ownership Differences

Al-Emran

Alkhoudary

Mezhuyev

et al. 2019

Int. J. Interact. Mob. Technol.

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Mobile learning (M-learning) is relatively becoming a hot topic that attracted the interest of many scholars. Although M-learning is spreading rapidly across many countries in the world, studying the students and educators’ attitudes towards its usage is still in short supply. This study is considered one of the few that attempts to examine the students and educators’ attitudes towards the use of M-learning by focusing on gender and smartphone ownership differences. The data were collected through a questionnaire survey from eight different universities in Dubai, United Arab of Emirates. 141 students and 31 academics participated in the study. The results indicated that the male students and academics were more likely to use the M-learning systems than the females. Moreover, the students and academics who own smartphones were more likely to use the M-learning systems than those who do not so.

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Section: Discussionsupporting

confidence: 85%

Students and Educators Attitudes towards the use of M-Learning: Gender and Smartphone ownership Differences

Al-Emran

Alkhoudary

Mezhuyev

et al. 2019

Int. J. Interact. Mob. Technol.

Self Cite

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“…As 61% of individuals had a bachelor's degree, 24% had a master's degree, while the rest of 15% of the respondents had a doctoral degree. The "purposive sampling approach" was used when the respondents are accessible easily and are ready to volunteer, as suggested by [48]. The sample was composed of students from various backgrounds, colleges, and ages, belonging from diverse programs at different levels.…”

Section: Students' Personal Information/demographic Datamentioning

confidence: 99%

Acceptance of Google Meet during the Spread of Coronavirus by Arab University Students

et al. 2021

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The COVID-19 pandemic not only affected our health and medical systems but also has created large disruption of education systems at school and universities levels. According to the United Nation’s report, COVID-19 has influenced more than 1.6 billion learners from all over the world (190 countries or more). To tackle this problem, universities and colleges have implemented various technologically based platforms to replace the physical classrooms during the spread of Coronavirus. The effectiveness of these technologies and their educational impact on the educational sector has been the concern of researchers during the spread of the pandemic. Consequently, the current study is an attempt to explore the effect of Google Meet acceptance among Arab students during the pandemic in Oman, UAE, and Jordan. The perceived fear factor is integrated into a hybrid model that combines crucial factors in TAM (Technology acceptance Model) and VAM (Value-based Adoption Model). The integration embraces perceived fear factor with other important factors in TAM perceived ease of use (PEOU) and perceived usefulness (PU) on the one hand and technically influential factor of VAM, which are perceived technicality (PTE) and perceived enjoyment (PE) on the other hand. The data, collected from 475 participants (49% males and 51% females students), were analyzed using the partial least squares-structural equation modelling (PLS-SEM). The results have shown that TAM hypotheses of usefulness and easy to use have been supported. Similarly, the results have supported the hypotheses related to VAM factors of being technically useful and enjoying, which helps in reducing the atmosphere of fear that is created due to the spread of Coronavirus.

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“…In addition, the participation of a limited number of students (372) is another limitation. According to [45], a survey questionnaire method was used for data collection. For appropriate and improved outcomes, an enhanced instrument is being sought and more institutes will be taken into account from other regions, such as the Arab Gulf, including Kuwait, Saudi Arabia, and Bahrain.…”

Section: Limitations and Further Researchmentioning

confidence: 99%

The Continuous Intention to Use E-Learning, from Two Different Perspectives

2020

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During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously.

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Students' Attitudes Towards the Use of Mobile Technologies in e-Evaluation

Cited by 78 publications

References 14 publications

Students and Educators Attitudes towards the use of M-Learning: Gender and Smartphone ownership Differences

Students and Educators Attitudes towards the use of M-Learning: Gender and Smartphone ownership Differences

Acceptance of Google Meet during the Spread of Coronavirus by Arab University Students

The Continuous Intention to Use E-Learning, from Two Different Perspectives

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