University students’ intention to use search engines for research purposes: A structural equation modeling approach

Lavidas, Konstantinos; Achriani, Anthi; Athanassopoulos, Stavros; Messinis, Ioannis E.; Kotsiantis, Sotiris

doi:10.1007/s10639-019-10071-9

Cited by 20 publications

(28 citation statements)

References 27 publications

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“…Figure 1 presents the formulated hypotheses, that is, the direct effects among the factors, which are analytically discussed below. The two most critical beliefs that seem to influence acceptance of technology are perceived usefulness (PU) and perceived ease of use (PEOU) of the LMS (Alharbi & Drew, 2014 ; Altawalbeh & Alassaf, 2018 ; Cigdem & Topcu, 2015 ; Granic & Marangunic, 2019 ; Lavidas et al, 2019 ; Wichadee, 2015 ). TAM borrows the concept of behavioral intention (BI) and attitudes toward use (ATT) concerning the use of an IS from the Theory of Reasoned Action (Ajzen & Fishbein, 1980 ).…”

Section: Conceptual Modelmentioning

confidence: 99%

“…Perceived self-efficacy (PSE) refers to a person's beliefs regarding his/her ability to perform certain functions that affect his or her life (Compeau & Higgins, 1995 ; Lavidas et al, 2019 ). In the context of this research, reference is made to technological self-efficacy, which is the subjective perception of the user about his/her ability to use the technological means for carrying out a task and, in particular, an LMS task.…”

Section: Conceptual Modelmentioning

confidence: 99%

“…This model is the most predominant theoretical model that has been used to study LMS acceptance and adoption in higher education institutions (Al-Nuaimi & Al-Emran, 2021 ; Ziraba et al, 2020 ). Moreover, the TAM is considered as a robust model with a good fit and a good level of intention prediction in a variety of settings (Lavidas et al, 2019 ; Teo, 2010 ; Venkatesh & Davis, 2000 ). Very often, TAM is used for investigating the intention to use websites, e.g., in e-commerce, in IS used by employees in financial corporations (Venkatesh, Morris, Davis, & Davis 2003 ), (Venkatesh & Davis, 2000 ), etc.…”

Section: Introductionmentioning

confidence: 99%

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Explaining faculty members’ behavioral intention to use learning management systems

2022

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Utilizing learning management system (LMS) in higher education and the factors could explain it is an emerging research field. Limited research has investigated factors influencing the adoption of LMS as a distinct system of e-learning as well as these studies mainly investigate the determinants of intention to use LMS from students and less from the point of view of the university instructors. This study investigates the factors that explain LMS acceptance from the faculty members. A version of the technology acceptance model including five external factors (perceived self-efficacy, subjective norm, image, technological complexity, and facilitating conditions) is proposed. The sample consists of 378 faculty members from 20 universities of Greece who declared to use LMS. A variance-based structural equation modeling was applied and ten out of thirteen hypotheses were confirmed. The total explained variance of behavioral intention to use LMS is estimated at 73%. Attitudes toward use, perceived usefulness, perceived easy of use, technological complexity, perceived self-efficacy, and subjective norm are the main determinants of faculty members’ behavioral intention to use LMS. Implications for training, educational policy, as well as the design and/or use of educational information systems are discussed.

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Section: Conceptual Modelmentioning

confidence: 99%

Section: Conceptual Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Explaining faculty members’ behavioral intention to use learning management systems

2022

Self Cite

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“…Lastly, we were surprised that the mean ratings for individual projects (PROJRATE) and for perceived ease of use (EASY) were higher than those for future CS participation (DOAGAIN) across categories (see Table 3) because we supposed that a student would rate the likelihood of repeating a positive experience at least as high as the experience itself and because of research highlighting the importance of ease of use for digital learning tools (Lavidas et al 2019). In light of the results, examining the disconnect between individual educational experiences with CS and future CS participation through SDT is instructive.…”

Section: Individual Experiences May Not Align To Attitudes About Future Participationmentioning

confidence: 99%

“…Although EASY measured perceptions of SciStarter rather than CS, we included it because all CS assignments in the course were exclusively coupled with SciStarter. As research on search engines and digital learning systems suggests ease of use can significantly impact students' perceptions of their subject-matter learning (e.g., Cheng, 2019) and future use (e.g., Lavidas et al 2019;Tseng, 2020), SciStarter might have affected the critical SDT principle of competence and thus might have impacted students' motivation to participate in future CS projects. Note: Data are presented for all projects (All), molecular biology projects only (Mol), and ecology projects only (Eco).…”

Section: Multilevel Modeling Of Complex Data Structures In Educationmentioning

confidence: 99%

Do Ecological or Molecular Biological Citizen Science Projects Affect the Perceptions of Undergraduate Students Toward Pursuing Future Citizen Science?

Bedell

Gates

2021

CSTP

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Science literacy, including intrinsic motivation to participate in science outside of STEM careers, is an important goal of introductory biology courses aimed at non-majors. Citizen science may be able to support science literacy and science participation goals in such classes by providing authentic research opportunities matched to course content such as ecology or molecular biology. As yet, it is not known whether using citizen science of different biological disciplines in introductory biology courses for non-majors effectively increases undergraduates' motivation to participate in future citizen science. To investigate how the content focus of citizen science projects impacts students' attitudes toward future citizen science participation, we conducted a multilevel cross-classified analysis (mixed linear model) on four years of non-major biology students' student survey data (n = 2,962) responding to ecological versus molecular biology citizen science project assignments using self-determination theory (SDT) as a backbone. Results suggest that general content categories of citizen science projects seem to be less influential on student attitudes toward future citizen science participation than are student-level characteristics and features of individual projects that promote competence and relatedness. Course instructors should be aware that adding citizen science projects simply for course content alignment is insufficient for promoting students' intrinsic motivation. Instead, time needs to be allotted for making deeper connections between the students and the projects.

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Educational Data Mining and Learning Analytics

Khine

2024

Artificial Intelligence in Education

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University students’ intention to use search engines for research purposes: A structural equation modeling approach

Cited by 20 publications

References 27 publications

Explaining faculty members’ behavioral intention to use learning management systems

Explaining faculty members’ behavioral intention to use learning management systems

Do Ecological or Molecular Biological Citizen Science Projects Affect the Perceptions of Undergraduate Students Toward Pursuing Future Citizen Science?

Educational Data Mining and Learning Analytics

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