The Impact of Personal Innovativeness on the Intention to Use Cloud Classroom: An Empirical Study in China

Cao, Jijuan; Shang, Ya-Fei; Mok, Qingmin; Lai, Ivan Ka Wai

doi:10.1007/978-981-13-9895-7_16

Cited by 20 publications

(24 citation statements)

References 18 publications

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“…Among them, perceived ease of use and attitude are the strongest predictors, which is consisitent with previous studies. 3,51 In addition, the study was conducted right after the outbreak of COVID-19 in China mainland, the research results indicate that the impetus of political influence to promote college students' use of ITSs is beyond powerful, even profoundly impact people's attitude which is consisted of emotions, feelings and affect ( b ¼ 0.269, p-value ¼ 0.000 ). Indeed, the universal responses to the COVID-19 are far from unified.…”

Section: Discussionmentioning

confidence: 99%

RETRACTED: Student acceptance of intelligent tutoring systems during COVID-19: The effect of political influence

Cao

Yang

Lai

et al. 2021

International Journal of Electrical Engineering & Education

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Under the circumstance of COVID-19, online education has become an inevitable choice and a mainstream form of education in various countries. Intelligent Tutoring Systems ( ITSs ) are a critical category of a carrier of online education which refers to using Artificial Intelligence Technology ( AIT ) to realize distance teaching and learning through integrating multiple resources, assist teachers to implement online classes and help students learn courses online, etc. The target of this study is to examine the determinants that explain college students’ adoption of ITSs based on TRA and TAM under the era of COVID-19 in China.. This study targets college students who have used ITSs over the previous year to learn courses. In total, 590 valid samples were collected. Partial least squares ( PLS ) approach is employed to inspect the determinants of college students’ acceptance of using ITSs. The results of the analysis indicate that perceived ease of use, perceived usefulness, subjective norm, college students’ attitude and political influence significantly affect college students’ behavioral intention towards using ITSs. In addition, perceived usefulness, perceived ease of use, and political influence also affect college students’ attitude toward using ITSs. And consisitent with previous research, perceived ease of use has a significant effects on perceived usefulness. This study enriches the TRA and TAM theories by incorporating a new variable political influence for researchers to consider in the future. In addition, it makes several suggestions for system developers to improve system functions regarding its ease of use and for content manufactures to pay attention to quality regarding usefulness. Recommendations are provided to colleges, universities and education authorities to rethink their roles in reforming online education through ITSs.

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Section: Discussionmentioning

confidence: 99%

RETRACTED: Student acceptance of intelligent tutoring systems during COVID-19: The effect of political influence

Cao

Yang

Lai

et al. 2021

International Journal of Electrical Engineering & Education

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“…However, it did significantly predict intention to use EMIS. The findings that there is no influence of INN on PU is consistent with the findings by Agarwal and Karahanna (2000) and with a more recent study by Joo (2015) wherein INN did not prove to be a significant predictor of PU It contradicts some studies that proved INN as a significant predictor of PU (Lu et al, 2005;Dai et al, 2015;Cao et al, 2019). Moreover, another study by Ham (2009) showed that INN had a negative impact on usefulness.…”

Section: Post-hoc Mediation Analysissupporting

confidence: 85%

“…Perceived Usefulness (five items) and Perceived Ease of Use (five items) and Intention to Use (three items) were each measured through statements modified from Davis et al (1989) and Venkatesh and Davis (2000). Innovativeness (four items) was measured through statements adopted from Agarwal and Prasad (1998), more recently used by Cao et al (2019). Institutional Support (three items) was measured through statements modified from Mathieson et al (2001), more recently used by Park et al (2014) and Kazumi and Kawai (2017).…”

Section: Methodsmentioning

confidence: 99%

“…As observed by Cash (2015) , EMIS have been studied under varying conceptual terms, although mostly from student perspectives. These include virtual learning systems ( Nistor et al, 2014 ), Learning Management Systems (LMS) ( Al-Emran et al, 2020 ), virtual learning environment ( Cao et al, 2019 ), Mobile Learning (m-learning) ( Al-Emran et al, 2018 ), student engagement in educational technology ( Bond et al, 2020 ), web-based learning ( Yi and Hwang, 2003 ) or simply Management Information Systems (MIS) ( Martins et al, 2019 ). EMIS used in educational institutions hold similar significance as that of Enterprise Resource Planning (ERP) software applications used in other forms of organizations.…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

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Shaping Behaviors Through Institutional Support in British Higher Educational Institutions: Focusing on Employees for Sustainable Technological Change

et al. 2020

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Technology permeates all walks of life. It has emerged as a global facilitator to improve learning and training, alleviating the temporal and spatial limitations of traditional learning systems. It is imperative to identify enablers or inhibitors of technology adoption by employees for sustainable change in education management systems. Using the theoretical lens of organizational support theory, this paper studies effect of institutional support on education management information systems (EMIS) use along with two individual traits of self-efficacy and innovative behavior of academic employees in British higher educational institutions. Data for this cross-sectional study were collected through a questionnaire completed by 591 academic employees of 23 universities from 10 cities in the United Kingdom. Partial Least Square structural equation modeling was used to analyze data with smartPLS 3.2.9 software. Results indicate that institutional support promotes self-efficacy and innovative behavior that help develop positive employee perceptions. The model explains a 52.9% variance in intention to use. Post-hoc mediation analysis shows that innovativeness and self-efficacy mediate between institutional support and employee technology adoption behavior. As opposed to student samples in past studies on educational technology, this study adds to the literature by focusing on academic employees.

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“…In previous studies, scholars have employed different technology acceptance models, such as the Unified Theory of Acceptance and Use of Technology (UTAUT), to identify the factors influencing students in accepting OTPs. [1][2][3][4][5]19 However, they mainly focused on technological determinants. During COVID-19, the government implemented an online learning policy through an executive order, which has formed a strong social influence which may inspire college students' willingness to adopt OTPs.…”

Section: Introductionmentioning

confidence: 99%

Is online education more welcomed during COVID-19? An empirical study of social impact theory on online tutoring platforms

Cao

Yang

Lai

et al. 2021

International Journal of Electrical Engineering & Education

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During the COVID-19 pandemic, Online Tutoring Platforms (OTPs) have been applied extensively in education in China. The aim of this study is to investigate the determinants that influence college students’ behavioural intention of using OTPs to acquire knowledge. This study also explores how students’ attitude change in using OTPs five months after the outbreak of the COVID-19 pandemic based on a hierarchical component model which is combined by the Social Impact Theory (SIT) and Unified Theory of Acceptance and Use of Technology (UTAUT). Partial least squares (PLS) analysis is employed to analyse the data collected from 1133 students in Mainland China. The results of the analysis indicate that social impact consists of three dimensions (compliance, identification, internalization) significantly influences college students’ attitude toward OTPs and further affects college students’ behavioural intention toward OTPs usage. Furthermore, performance expectancy and effort expectancy also positively affect students’ behavioural intention toward using OTPs to acquire knowledge. This study makes several suggestions for universities to encourage students using OTPs to cope with the situation of Covid-19 pandemic and for educators to promote online tutoring for reforming universities in the future.

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The Impact of Personal Innovativeness on the Intention to Use Cloud Classroom: An Empirical Study in China

Cited by 20 publications

References 18 publications

RETRACTED: Student acceptance of intelligent tutoring systems during COVID-19: The effect of political influence

RETRACTED: Student acceptance of intelligent tutoring systems during COVID-19: The effect of political influence

Shaping Behaviors Through Institutional Support in British Higher Educational Institutions: Focusing on Employees for Sustainable Technological Change

Is online education more welcomed during COVID-19? An empirical study of social impact theory on online tutoring platforms

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