What impacts learning with wearables? An integrated theoretical model

Al-Emran, Mostafa; Al-Maroof, Rana Saeed; Al-Sharafi, Mohammed A.; Arpacı, İbrahim

doi:10.1080/10494820.2020.1753216

Cited by 89 publications

(39 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Enjoyment refers to the degree to which using technology is perceived as fun in itself, regardless of any performance consequences that might be expected (Davis, Bagozzi & Warshaw 1992). Previous studies indicated that perceived enjoyment influenced users to improve their user intention (Al-Emran et al 2020;Ahmad et al, 2021). It is anticipated that ARSG will include elements of fun that will trigger users to adopt them.…”

Section: Enjoymentmentioning

confidence: 99%

See 1 more Smart Citation

Technology acceptance drivers for AR smart glasses in the middle east: A quantitative study

Alsharhan¹,

Salloum²,

Aburayya³

2022

10.5267/j.ijdns

View full text Add to dashboard Cite

This study aims to establish Middle East users' perspectives on the major factors that impact their decision to adopt Augmented Reality AR smart glasses (ARSG). Thus, an online questionnaire was designed and sent directly to the respondents, and 584 valid data points were collected from individuals living in the Middle East. The data were analyzed using Pearson correlations and Exploratory Factor Analysis (EFA) techniques using SPSS. Eleven hypotheses were tested using Multiple Regression analysis, where seven independent variables out of eleven were confirmed to have a significant impact on the perceived adoption of ARSG. The results indicate that four of the independent variables including Pre-Market Knowledge, Image, Own privacy and Technology innovativeness show the significant impact on ARSG adoption at the 1% significant level. In addition, the results indicate that three of the social and technological factors include Perceived Ease of use, Perceived usefulness and Other's privacy show the significant effect on ARSG adoption at the 5% significant level. Among the 7 social and technological factors, the results suggest that technology innovation expresses the strongest effect on ARSG adoption with the highest coefficient value of 0.413 (b = 0.413, t = 12.881, ρ < 0.01). Moreover, user intention is significantly impacted by gender and place of living but not by education or age. The research also provides pre-market insights on users' personal types that represent who will most likely adopt the new smart glasses and that differentiate them based on their priorities. To the best of our knowledge, this is among the first works to investigate technology acceptance drivers of AR smart glasses in the Middle East.

show abstract

Section: Enjoymentmentioning

confidence: 99%

“…, questions 7 and 8 fromRauschnabel, He and Ro (2018), question 9 from Sun and Zhong (2020), question 10 from Leue, Tom-Dieck and Jung (2014) and question 11 fromAl-Emran et al (2020). The sample description is provided in Table1.…”

mentioning

confidence: 99%

Technology acceptance drivers for AR smart glasses in the middle east: A quantitative study

Alsharhan¹,

Salloum²,

Aburayya³

2022

10.5267/j.ijdns

View full text Add to dashboard Cite

show abstract

“…Online learning defined as the process of transferring knowledge to the learner on a site residency or work rather than the learner's transfer to the educational institution, which is built on a foundation to Communicate knowledge, skills and educational materials to the learner through various technical means and techniques [1]. So, when the learner is away from the teacher, technology can be used to fill this gap between both parties, simulating face-to-face connection to improve knowledge reception among students [2].…”

Section: Introductionmentioning

confidence: 99%

Behavioral Intention of Students in Higher Education Institutions Towards Online Learning During COVID-19

Alajmi

Al-Sharafi

Yassin

2021

Studies in Systems, Decision and Control

Self Cite

View full text Add to dashboard Cite

Across the world, Higher Education Institutions (HEIs) were mandatory to transform their teaching model from face-to-face interaction to online learning. Neither the faculty nor the students were ready for this sudden transformation, most of the HEIs were practicing online learning for the sake of changing or technology adoption. COVID-19 changes the HEIs standpoint towards online delivery, as of mid of March 2020, the only online learning come to be the reasonable solution for teaching in schools and HEIs. Therefore, this study aimed to develop a research model to explore the effect of perceived enjoinment, perceived ease of use, perceived usefulness, social influence on the students' intention and behavioral towards online learning during COVID-19 in Oman. The developed model was validated by employing Structural Equation Modeling (SEM) and the data collected via online questionnaire from 191 students whom have just completed the "Educational Technology" course on Spring 2020 at A'Sharqiyah University-Oman (ASU). The main finding of this study indicating that the identified factors; PEOU and SI significantly influenced students' Behavioral Intention (BI) towards online learning, where others; PE and PU were not supported in this study.

show abstract

“…The application of technology to assess stress and health outcomes in empirically supported studies has grown substantially since the 1970's and has included the use of ambulatory blood pressure machines, biofeedback equipment, and more recently, wearable technologies such as activity trackers and biosensors to assess physical activity, sleep, and heart rate (Motti, 2020). Rapid advancements and innovations in these health technologies in the past few years has led to greater interest by educators in different parts of the world to apply their use in classroom settings to enhance students’ learning experiences (Al-Emran et al, 2020). For instance, studies in Malaysia and Hong Kong have shown that the use of smart watches/activity trackers in the classroom help to improve students’ e-Health literacy and learning (Sobko & Brown, 2019) and students who perceive these health technologies as being useful are more likely to use them to access class materials (Al-Emran et al, 2020).…”

mentioning

confidence: 99%

“…Rapid advancements and innovations in these health technologies in the past few years has led to greater interest by educators in different parts of the world to apply their use in classroom settings to enhance students’ learning experiences (Al-Emran et al, 2020). For instance, studies in Malaysia and Hong Kong have shown that the use of smart watches/activity trackers in the classroom help to improve students’ e-Health literacy and learning (Sobko & Brown, 2019) and students who perceive these health technologies as being useful are more likely to use them to access class materials (Al-Emran et al, 2020). Another study in Australia provided undergraduate students majoring in cognitive and brain sciences with the opportunity to view their brain activity (i.e., EEG patterns using a portable headset) while completing a series of experimental tasks, with students reporting having a better understanding of theoretical concepts presented in class due to the use of this technology in the classroom (Alvarez et al, 2016).…”

mentioning

confidence: 99%

Implementation of Interdisciplinary Health Technologies as Active Learning Strategies in the Classroom: A Course Redesign

Urizar

Miller

2022

Psychology Learning & Teaching

View full text Add to dashboard Cite

The number of health psychology courses offered in higher education institutions has dramatically increased over the past 30 years. Health psychology courses provide students a unique opportunity to learn about important public health issues and health disparities affecting our society from a biopsychosocial perspective. Prior research indicates that students taking these courses, many of whom are non-biology majors, often report feeling anxious about learning the underlying biological mechanisms that affect health outcomes, particularly as they relate to stress and disease. Therefore, innovative teaching strategies, such as the use of active learning approaches, are needed to promote student confidence and engagement in learning these interdisciplinary models of health. Despite rapid advancements and innovations in health technologies, few health psychology courses have integrated these technologies as a modality of active learning. This article describes the implementation of health technologies (e.g., biosensors, biofeedback equipment, wearable technologies) as an active learning modality and innovative teaching approach to promote student engagement and learning outcomes in an undergraduate health psychology course taught in the U.S. Eighty students from a minority-serving university participated in this pilot course redesign. Student responses to the use of health technologies in their course were very positive. A description of the course curriculum is provided and results from student responses and feedback are presented. Implications and recommendations for implementing these technologies and pedagogies in future health courses are also discussed, including university support for sustaining these high impact teaching practices.

show abstract

What impacts learning with wearables? An integrated theoretical model

Cited by 89 publications

References 66 publications

Technology acceptance drivers for AR smart glasses in the middle east: A quantitative study

Technology acceptance drivers for AR smart glasses in the middle east: A quantitative study

Behavioral Intention of Students in Higher Education Institutions Towards Online Learning During COVID-19

Implementation of Interdisciplinary Health Technologies as Active Learning Strategies in the Classroom: A Course Redesign

Contact Info

Product

Resources

About