Usage Intention of e-Learning Systems in Ghanaian Tertiary Institutions: A Case Study of the University for Development Studies

Dramani, Isaac Elijah; Tang, Zhiwei; Coffie, Cephas Paa Kwasi

doi:10.3390/su14127360

Cited by 3 publications

(3 citation statements)

References 59 publications

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“…Regarding students' behavioural intention (BI) to use IT in tertiary educational institutions in developing countries, the findings of the study suggest that perceived usefulness (PU) and attitude towards use (ATU) significantly affected BI. This aligns with the literature on the significant effect of PU on BI (6,8) and ATU on BI (5) .…”

Section: Predictive Relevance (Q2)supporting

confidence: 90%

“…One recent study in Ghana employed perceived trust in its model (8) and found it positively influenced lecturers' continuous usage intention. Their study focused on lecturers, but this study focuses on the perceived trustworthiness of students' attitude towards using LMS and, subsequently, the behavioural intention to use, which is a research gap in the LMS adoption studies in Ghana.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Acceptance of Learning Management Systems at the Peak of Covid-19 Pandemic by Employing a Modified Technology Acceptance Model

Koi-Akrofi¹,

Aboagye-Darko²,

Nyame³

et al. 2023

IJST

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Objectives: This study aimed to investigate the motivating variables that affect students' attitudes toward using Learning Management Systems (LMS) during the Covid-19 pandemic and beyond by extending the Technology Acceptance Model (TAM) to include perceived enjoyment and perceived trustworthiness. Methods: Data were collected from 599 tertiary students from across five public universities in Ghana using online questionnaires to measure Perceived Usefulness (PU), Perceived Ease of Use (PEU), Attitude Towards Use (ATU), and Behavioural Intention (BI). The collected data were analyzed using PLS-SMART. Findings: The study's findings suggest that perceived usefulness and perceived ease of use affect students' attitudes toward LMS use (That is, PEU -> ATU [O = 0.227, t = 4.747, p = 0.000] and PU -> ATU [O = 0.430, t = 8.993, p = 0.000]), which affects students' behavioural intention to use IT (That is, ATU -> BI [O = 0.314, t = 6.828, p = 0.000]). In addition, the most vital relationship was "perceived ease of use" as a predictor of "perceived usefulness" (That is, PEU -> PU [O = 0.440, t = 10.025, p = 0.000]). Furthermore, contrary to expectations, perceived enjoyment and perceived trustworthiness, also considered critical predictors, did not affect students' attitudes toward LMS use (That is, PE -> ATU [O = 0.085, t = 1.776, p = 0.076] and PT -> ATU [O = 0.033, t = 0.744, p = 0.457]). Novelty: These findings provide valuable insights which can enhance education quality and students' acceptance of LMS during mandated environments such as the COVID-19 pandemic. The framework of the study is an extension of the original TAM model, including new constructs, perceived enjoyment, and perceived trustworthiness.

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Section: Predictive Relevance (Q2)supporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Students’ Acceptance of Learning Management Systems at the Peak of Covid-19 Pandemic by Employing a Modified Technology Acceptance Model

Koi-Akrofi¹,

Aboagye-Darko²,

Nyame³

et al. 2023

IJST

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“…For hypothesis H6, the finding showed that social influence negatively affected the continuance use intention on gamified m-learning applications which is similar to Dramani et al (2022), where they found that social influence also displayed insignificance towards continuance use intention of the elearning system in the Ghana HEI during the COVID-19 pandemic. Their study predicted that the reason for its insignificance is due to social influence only influences the behavioural intention of IT users in the early stages of adoption.…”

Section: Verification Of Th E Structural Modelmentioning

confidence: 54%

Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions’ Learners Towards a Gamified M-Learning Application

et al. 2023

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Aim/Purpose: The main purpose of this study is to identify the factors affecting the continuance use intention of gamified m-learning applications by Higher Education Institution (HEI) learners in Malaysia. Background: Mobile learning (m-learning) has been a popular choice among learners in HEIs due to its convenient ‘on-the-go’ concept. On the other hand, embedding gamification elements in m-learning applications help in increasing the users’ interest in continuous use. Therefore, many HEIs have invested in producing their own m-learning products apart from utilizing existing m-learning applications that are widely available online. One of the challenges faced by HEIs is the low technology usage rates towards the ‘in-house’ developed applications, which affect the receptiveness of education stakeholders in investing or maintaining educational applications. Meanwhile, the lack of continuous usage had given a negative impact on their academic-related tasks and performance. Hence, it is important to understand the significant factors that influence learners’ intentions in continuance usage of a gamified m-learning application. This will serve as an insight to the HEIs management regarding the needs and design that better suits their users’ expectations. Methodology: This study employed a correlational cross-sectional research design using an online survey. The participants of the final survey involved first-year students from one of the Malaysian public universities. For the final analysis, 269 responses were analysed using the partial least square-structural equation modelling (PLS-SEM) technique, which is a powerful multivariate analysis mechanism. The Expected Confirmation Model (ECM), which is a post-acceptance model, was extended with the pre-acceptance model named Extended Unified Theory of Acceptance and Use of Technology (UTAUT2), to form the research proposed model that describes the continuance intention in using a gamification-based m-learning application. Contribution: This research contributes to the body of knowledge and helps better understand users’ continuance intention in the post-acceptance phase of the gamified m-learning application. It exposes information at the individual level, regarding the continuance intention of using an m-learning tool that is equipped with gamification elements. This will mostly benefit the educational resource developers in the HEIs in producing effective ‘in-house’ learning tools. Findings: This research develops a theoretical enhancement of the Expectation Confirmation Model (ECM) that affects the HEIs’ m-learning resource developers and management, dealing with IT-related behaviour. Moreover, a solid continuance usage intention conceptual model, which incorporated two important models, was also introduced. Out of all ten hypotheses, only two were not supported that are related to factors facilitating conditions and social influence. Those two factors negatively influence the HEI learners’ continuance use intention. Meanwhile, the core factors for satisfaction, which are perceived usefulness and confirmation, were found to be significant. Lastly, satisfaction was proven to mediate the positive path between perceived usefulness and the continuance intention of using the gamified m-learning application. Recommendations for Practitioners: This study offers insights into strategies that the HEIs’ management should perform in securing continuance usage of the ‘in-house’ developed m-learning products. One of the strategies could be organising technology workshops that will prepare their educators in implementing the institutions’ gamified teaching and learning tools. Another highlighted issue is regarding the need for faculties to design an effective approach to entice educators and learners towards applying new learning technologies. Recommendation for Researchers: This study contributes to the micro-level analysis of the continuance use intention of gamification-based m-learning applications by fostering the understanding of the phenomenon at the individual level. It is recommended that other researchers extend the research model by incorporating other theories, as this study was only based on two models (i.e., ECM and UTAUT2). Additionally, a longitudinal study could be another approach that enables researchers to collect much richer data that includes a wide array of background characteristics or control variables. Another suggestion would be applying related factors that may contribute to the discovery of effective gamified m-learning application designs. Impact on Society: The findings of the study show the importance of confirmation made by the applications’ users towards usefulness and usage satisfaction. Confirmation and perceived usefulness also have an increasingly similar impact on users’ satisfaction with the application and their subsequent continuance use intention. It is also revealed that easy-to-use products are commonly expected nowadays, as users might be reluctant to spend much time on them. On the other hand, for a specific gamification-based product, it is also expected by the users for it to be capable of giving an ‘enjoyable’ experience, hence motivating continuance usage. As a result, an effective gamified m-learning application or product will be able to be used by Malaysian HEI learners if the developers and stakeholders develop and evaluate the usage of their products with the consideration of the information provided by this research. Future Research: Future studies could include respondents from other diploma programmes, resulting in an in-depth analysis. It is needed to support the generalizability of the findings in this study by considering larger populations from all different programmes. In addition, similar research can be done based on different circumstances; for instance, use of the gamified m-learning application during the in-campus physical classes instead of virtual classes (online), which might influence the users’ perception in terms of the social influence and facilitating condition.

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Developing an IoT Adoption Framework for Library Management for Public Tertiary Institutions in Ghana

Boateng,

Aroba,

Patel

2024

Advances in Library and Information Science

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The chapter presents an IoT adoption framework for improving library management practices in Ghana's public tertiary institution. The internet of things (IoT) has revolutionized various industries, including libraries. The chapter aims to define a comprehensive framework that addresses the challenges and needs of Ghana's public higher education institution. Key areas where IoT integration can benefit library operations include resource monitoring, security, user experience, and data analytics. The framework also addresses potential obstacles and concerns related to privacy, security, and infrastructure limitations in the Ghanaian context. The chapter provides valuable insights for academic and administrative stakeholders on using IoT technologies to improve library services and knowledge dissemination in Ghana's public tertiary institution.

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Usage Intention of e-Learning Systems in Ghanaian Tertiary Institutions: A Case Study of the University for Development Studies

Cited by 3 publications

References 59 publications

Students’ Acceptance of Learning Management Systems at the Peak of Covid-19 Pandemic by Employing a Modified Technology Acceptance Model

Students’ Acceptance of Learning Management Systems at the Peak of Covid-19 Pandemic by Employing a Modified Technology Acceptance Model

Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions’ Learners Towards a Gamified M-Learning Application

Developing an IoT Adoption Framework for Library Management for Public Tertiary Institutions in Ghana

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