Video conferencing in the e-learning context: explaining learning outcome with the technology acceptance model

Abstract

This study uses the technology acceptance model (TAM) to help explain how the use of technology influences learning outcomes emanating from engagement with the Zoom video conference platform. To this end, structural equation modeling was used to analyze the relationships among the TAM variables in reference to Zoom taught during the Covid-19 pandemic. Following a cross-sectional research design, data were collected using Davis's TAM (1989) scales including perceived ease of use (PEoU), perceived usefulness (PU), behavioral intentions, and attitude from 321 South Korean university students attending their 10 th week of English as a foreign language (EFL) conversational English classes. Results revealed that seven of the ten proposed hypotheses were confirmed, with path coefficients having small to large effect sizes. Most notably, PEoU with Zoom strongly affected PU and actual use. In addition, PU with Zoom predicted intentions to use Zoom in the future; however, it failed to influence perceived learning outcomes. While PU predicted future use, it did not influence actual use regarding how well students reported their current performance in their video conference course. PEoU with video conference tools was an influential antecedent to usefulness, attitude, and perceived learning outcome. Lastly, two notable instances of mediation through PU occurred. In consideration of findings, students and instructors should be well trained on the use and functionality of video conference software before its implementation in video conference classrooms.

EFL learners’ perception and attitude in synchronous meetings through Zoom videoconferencing

“…The questionnaires for general use (3 items) and ease of use (3 items) are adapted from Alfadda and Mahdi (2021). The user attitudes questionnaire was adapted from Bailey et al (2022). The course satisfaction questionnaire (2 items), intrinsic motivation (2 items), and user intentions (2 items) were adapted from (Bailey et al, 2020).…”

“…Furthermore, Zoom offers numerous multimodal communication options in online settings, such as group and one-on-one chat, raising hands, and screen-share options. Zoom also has audio-only (no camera) meetings, a whiteboard, annotation tools, file sharing, and meeting recordings (Bailey et al, 2022).…”

Technology Acceptance Model: the use of E-Study Aplications in E-Learning

“…A person's desire or intention to use a technology is influenced by the ease of use of the technology. The ease of use of a technology will also affect a person's attitude towards the technology (Bailey et al, 2022;Kabir et al, 2022).…”

Student performance in online learning higher education: A preliminary research

“…Currently, most higher education institutions have migrated from traditional to online learning systems, thereby changing traditional learning environments such as the physical presence of teachers, classrooms, and exams (Bokolo et al, 2020). Today's developing technologies have improved education due to online learning, teleconferencing, computerassisted learning, web-based distance learning, and other technologies (Bailey et al, 2022;Fauzi, 2022). Online learning 10.3389/feduc.2022.916721 systems provide more flexibility and improve teaching and learning processes, offering more opportunities for reflection and feedback (Archambault et al, 2022).…”