The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

Rivers, Damian J.

doi:10.1007/s10639-021-10478-3

Cited by 39 publications

(39 citation statements)

References 116 publications

(141 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our statistically significant relationships between these variables were largely coherent with the findings from previous research on technology acceptance, particularly on technology enhanced learning. The relationships between the attributes of computer self-efficacy (Sayaf et al, 2021 ) and online academic self-efficacy (Rivers, 2021 ) to PU and PEU was first suggested by Davis ( 1989 ). Self-efficacy is a well-established predictor for PU and PEU (Angelica et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…Self-efficacy is one of the popular external variables for the Technology Acceptance Model (Angelica et al, 2020 ). Based on the extant literature, self-efficacy is deemed as the main factor influencing the usage of technology in learning such as mobile learning (Qashou, 2021 ) and learning management system (Rivers, 2021 ). Students who understand the effects of self-efficacy can benefit from using technology enhanced learning.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Saleh

2022

Curr Psychol

View full text Add to dashboard Cite

This study proposes a unified theoretical model to integrate the full spectrum of Self-Determination Theory, self-efficacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theoretical model, 7 hypotheses were tested to understand the acceptance of technology enhanced learning. A total of 303 university students participated in this study. The Heterotrait-Monotrait (HTMT) ratio of correlation was applied to measure Discriminant Validity for the Covariance-Based Structural Equation Model. Based on the results, the unified theoretical model provided better insight to understanding acceptance of technology enhanced learning (R 2 = .71). Intrinsic motivation (IM), amotivation, motivation, and technology enhanced self-efficacy (TELSE) were identified as significant determinants of students’ perceived ease of use (PEU). Amotivation, motivation and TELSE were significant determinants of students’ perceived usefulness (PU) towards technology enhanced learning. During the Covid-19 pandemic, students had internalised external regulation and identified regulation. The empirical results also revealed that the relationship between amotivation and PEU were moderated by gender. Gender also played a role in moderating the effects of amotivation and motivation relationships towards PU. However, the relationships between IM and motivation toward PEU and TELSE to PU were vulnerable towards the moderating effects of gender and students' field of study. In conclusion, students’ view on technology acceptance have changed since the pandemic, therefore, their participation in design, development, and implementation of learning resources is much needed than before to improve their psychological motivation.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Saleh

2022

Curr Psychol

View full text Add to dashboard Cite

show abstract

“…Research data highlight relationships between the abovementioned parameters. For instance, the Big 5 personality traits are related to technology acceptance (Devaraj et al , 2008; Maican et al , 2019; Rivers, 2021), technology self-efficacy (Maican et al , 2019) and technology usage too (Ehrenberg et al , 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the impact of personality traits on perceived usability evaluation of e-learning platforms

Vlachogianni

Τσέλιος

2021

ITSE

View full text Add to dashboard Cite

Purpose The purpose of this paper is to investigate the impact of personality traits on the perceived usability evaluation of e-learning platforms. In specific, perceived usability levels of the educational platforms and tools used in primary and secondary education in Greece are demonstrated. The impact which personality traits and other individual-related factors have on the perceived usability were also examined. Design/methodology/approach In total, 2,239 Greek primary and secondary education teachers participated in the study through an online survey. The system usability scale (SUS) and Big 5 personality test questionnaires were adopted, as well as a demographics questionnaire and nine platforms were examined: e-me, eclass, Google Classroom, Microsoft Teams, Cisco Webex, Edmodo, Padlet, Skype and Zoom. Findings Most platforms were rated as satisfactory in terms of perceived usability as measured by SUS. SUS scores were not found to be significantly related with participants’ age, gender, private/public school, working relationship. Furthermore, openness to new experience and extraversion demonstrated the strongest positive correlation with perceived usability evaluation. Research limitations/implications The current study used a sample of Greek teachers as participants, so the generalizability of results without considering cultural or organizational issues is of questionable validity. The Big 5 personality test is widely adopted; however, it seems that it does not capture comprehensively all possible dimensions of personality. Practical implications Acknowledging the correlations between personality traits and perceived usability for each platform, teachers may now choose the most user-friendly one depending on the personality traits. Designers can adapt their systems to meet users’ needs accordingly. Moreover, the reported results provide a frame of reference for the respective organizations and companies to compare the quality of user experience of their products and services. Thus, development costs of an e-learning platform/tool can be reduced accordingly. Social implications Text. Originality/value Perceived usability of a technological system affects the way users interact with it and consequently the whole learning experience. Thus, factors which may affect perceived usability and, in turn, the learning outcomes are of paramount importance and should be exhaustively examined. Giving that personality affects or is related to, other parameters related with technology (technology adoption, perceived and actual use, acceptance, interaction, perceived ease of use), this study addresses a significant research gap and sheds light to the before-mentioned issues.

show abstract

“…As the transactional stress theory emphasizes the mediated relationship between individuals and their environment in stress appraisal and coping responses [7,8], personality traits represent an appropriate focal point in the study of stress appraisal related to pandemic restrictions and the enforced provision of socially distanced online education. Moreover, various connections have been made between personality and technology use inclusive of learning management systems [41][42][43][44][45]. The primary hypothesis directing the current research is that stress appraisals mediate the relationship between personality and the affordance of socially distanced online education.…”

Section: Introductionmentioning

confidence: 99%

Stress Mediates the Relationship between Personality and the Affordance of Socially Distanced Online Education

Rivers

2022

Human Behavior and Emerging Technologies

Self Cite

View full text Add to dashboard Cite

The novel coronavirus pandemic has made life significantly more stressful for large populations of people. As one such demographic, university students worldwide have experienced a sudden shift toward the provision of socially distanced online education, often in the absence of a coherent institutional plan. The mechanisms of stress appraisal and response differ between individuals in part determined by personality. With a sample of 293 undergraduate students at a Japanese university operating under prohibitions relating to face-to-face education, this article examines the impact of personality on the affordance of socially distanced online education mediated through generalized life stress and online learning stress appraisal. A retrimmed structural model returned an acceptable goodness of fit accounting for 31.6% of the criterion variance. The model indicates that conscientiousness (positive) and neuroticism (negative) hold a significant mediated impact on the affordance of socially distanced online education through generalized life stress and online learning stress appraisal. Moreover, and in the absence of face-to-face social interaction, the model shows that extroverted students experience greater online learning stress appraisals than neurotic students. Neurotic students were, however, negatively impacted by appraisals of generalized life stress but not online learning stress. Informed by personality characteristics and stress appraisals, the outcomes are discussed in relation to educational improvements and appropriate pedagogies for the delivery of socially distanced online education.

show abstract

The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

Cited by 39 publications

References 116 publications

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

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

Investigating the impact of personality traits on perceived usability evaluation of e-learning platforms

Stress Mediates the Relationship between Personality and the Affordance of Socially Distanced Online Education

Contact Info

Product

Resources

About