Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model

Rosli, Mohd Shafie; Saleh, Nor Shela

doi:10.1007/s12144-022-02996-1

Cited by 47 publications

(56 citation statements)

References 87 publications

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“…The TAM framework is composed of three dimensions: ease of use, usefulness, and willingness to act, and it has validated external factors based on personal belief [59,60]. However, in specific situations using TAM as a framework, ease of use and usability may not fully determine an individual's willingness to use these technologies, so additional variables should be included to better understand user perceptions on this basis [42].…”

Section: Technology Acceptance Modelmentioning

confidence: 99%

The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory

Lee

Wang

et al. 2023

Sustainability

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In an attempt to prevent and control the outbreak of COVID-19, education systems worldwide have comprehensively implemented online courses to fulfill the educational goal of the suspension of classes without suspending school. Numerous online courses have been developed under these circumstances. From the perspective of sustainable development goals, these online courses should be continued. However, as the epidemic gradually eases, it is questionable whether or not students will still willingly participate in these courses. The method of teaching is a critical issue for schools to decide. Compared with other related educational research, the research on the vocational education system is still limited. To expand the understanding of this topic, this study adopted snowball sampling and invited students from Chinese vocational colleges to fill in a questionnaire to help understand the perceptions that affect students’ expectations, attitudes, perceived effects, and satisfaction and the persistence of online learning. A total of 819 valid questionnaires were retrieved, with an effective questionnaire response rate of 81.9%. Meanwhile, under the framework of Expectation Confirmation Theory (ECT) and the Technology Acceptance Model (TAM), this study extended the theoretical model and proposed a sustainable model. The results of this study showed the following: 1. Expectancy belief and online learning attitudes had a positive impact on perceived ease of use and usefulness; 2. Perceived ease of use had a negative impact on practical class satisfaction but a positive impact on theoretical class satisfaction and perceived usefulness; 3. Perceived usefulness had a negative impact on practical course satisfaction but a positive impact on theoretical course satisfaction; and 4. Both types of course satisfaction had a positive impact on continuous use intentions for learning.

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Section: Technology Acceptance Modelmentioning

confidence: 99%

The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory

Lee

Wang

et al. 2023

Sustainability

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“…Evidence suggests that SDT variables are aligned to TAM as predictors of PU, and PEU (Nikou & Economides, 2017), and research has established the two models' compatibility when exploring BI. (Lu et al, 2019;Rosli & Saleh, 2022;Tsai et al, 2021). Moreover, Lee et al (2015) proved the significant relationship between SDT and TAM.…”

Section: Purpose Of the Present Studymentioning

confidence: 80%

“…The original constructs created to measure humans' attitudes towards technology were perceived usefulness 2022, 40(2) (PU), perceived ease of use (PEU), BI, attitude towards use and actual use. PU and PEU are antecedents to BI that promote actual usage (Rosli & Saleh, 2022). PU is defined as the extent to which a person perceives a worthwhile or positive impact while using a particular piece of technology (Davis, 1989) .…”

Section: Technology Acceptance Modelmentioning

confidence: 99%

A cross cultural investigation of individuals’ acceptance of Smart Home Technology: The role of needs satisfaction

Daruwala¹,

Oberst

2022

Aloma

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Smart Home Technology manufacturers currently face significant issues with regard to the acceptance and intention to use their products. Evidence suggests that specific products have the lion’s share of the smart home market, and fully integrated smart home set-ups are still rare. The aim of this study was to investigate the acceptance of Smart Home Technology by administering the Technology Acceptance Model and applying Self Determination Theory with a sample of British (N = 284) and Spanish (N= 209) technology users. Results showed that perceived ease of use and perceived usefulness act as mediators of the effect of need satisfaction on respondents’ behavioural intention to use Smart Home Technology. Except for relatedness satisfaction, there were no gender effects; however, we found important differences between the British and Spanish participants, which are discussed in terms of cultural differences in the degree to which need satisfaction is important to participants.

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“…As suggested by expectancy value theory, believing one can succeed has a significant effect on motivation, in that students will focus more on activities that they expect to succeed in (e.g., Wigfield & Eccles, 2000 ). Self-efficacy's role in motivation is especially evident in students’ willingness to accept technology enhanced learning ( Gurung & Stone, 2020 ; Rosli & Saleh, 2022 ). Remote learning was a new modality for most students and faculty, but self-efficacy remains a key variable in predicting learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

I Believe I Can Try: Self-Efficacy, Pandemic Behaviors, Coping, and Learning

Gurung

Byers

Grapentine

et al. 2023

Psychology Learning & Teaching

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While colleges and universities grapple with delivering instruction face-to-face during the pandemic, there is still a lot to learn from remote teaching experiences. The present study aimed to predict self-reported learning during the first year of the pandemic. Building on previous scholarship on the topic, we focus on the moderating effects of self-efficacy, and the mediating effects of coping styles on the relationship between stress and self-reported learning experiences. We also included self-perceptions of class effort, the instructor, and changes in class, personal, professor, and health behaviors. Students ( N = 272) in Introductory Psychology classes participated in an online survey as part of a class research requirement. Analyses demonstrated that self-efficacy predicted differences in many measures associated with learning and predicted learning over and above all other variables entered in a hierarchical regression. The relationship between stress and learning was mediated by coping, but not moderated by self-efficacy. These results suggest student beliefs about their ability to perform online are important to learning outcomes, but coping mechanisms mediate the relationship of stress and learning. Especially while teaching during pandemic times using different modalities, instructors will do well to directly address students’ perceptions of their own ability and build self-efficacy.

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Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model

Cited by 47 publications

References 87 publications

The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory

The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory

A cross cultural investigation of individuals’ acceptance of Smart Home Technology: The role of needs satisfaction

I Believe I Can Try: Self-Efficacy, Pandemic Behaviors, Coping, and Learning

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