scholarly journals Usefulness of Digital Serious Games in Engineering for Diverse Undergraduate Students

2022 ◽  
Vol 12 (1) ◽  
pp. 27
Author(s):  
Kimberly Cook-Chennault ◽  
Idalis Villanueva Alarcón ◽  
Gabrielle Jacob
Keyword(s):  
Technology Acceptance ◽  
Undergraduate Students ◽  
Design Method ◽  
Digital Games ◽  
Value Theory ◽  
Educational Game ◽  
Truss Structures ◽  
Exploratory Research ◽  
Course Content ◽  
Acceptance Model

The use of educational digital games as supplemental tools to course instruction materials has increased over the last several decades and especially since the COVID-19 pandemic. Though these types of instructional games have been employed in the majority of STEM disciplines, less is known about how diverse populations of students interpret and define the value of these games towards achieving academic and professional pursuits. A mixed-method sequential exploratory research design method that was framed on the Technology Acceptance Model, Game-Based Learning Theory and Expectancy Value Theory was used to examine how 201 students perceived the usefulness of an intuitive education game that was designed to teach engineering mechanics used in designing civil structures. We found that students had different expectations of educational digital games than games designed for entertainment used outside of classroom environments. Several students thought that the ability to design their own structures and observe structure failure in real-time was a valuable asset in understanding how truss structures responded to physical loading conditions. However, few students thought the educational game would be useful for exam (14/26) or job interview (19/26) preparation. Students associated more value with engineering games that illustrate course content and mathematical calculations used in STEM courses than those that do not include these elements.

Web-Based Learning for Adolescents

2022 ◽  
pp. 228-242
Author(s):  
Cyncia Matsika ◽  
Munyaradzi Zhou ◽  
Tinashe Gwendolyn Zhou ◽  
Wilfreda I. Chawarura
Keyword(s):  
Technology Acceptance ◽  
Time Management ◽  
Future Research ◽  
Learning Needs ◽  
Web Based ◽  
Course Content ◽  
Web Based Learning ◽  
Brick And Mortar ◽  
Adolescent Learning ◽  
Acceptance Model

This chapter assesses the innovations and challenges of web-based learning for adolescents. The technology acceptance model (TAM) was used to establish the determinants for the challenges and innovations of web-based learning for adolescents. Challenges coined include virtual engagement, adaptability, motivation, technical issues, time management, learning styles, destructions, communication skills, and the digital divide. Web-based learning is an emerging and innovative approach to teaching and learning that meets the evolving needs of adolescent learning. Adolescents should embrace the transformation from traditional brick-and-mortar classroom practices to a web-based environment. Stakeholders must continuously overcome the challenges of web-based learning. Future research can concentrate on developing well-defined web-based course content that supports the holistic learning needs of adolescents and the development of a web-based learning model for adolescents.

scholarly journals Assessing Acceptance Toward Wiki Technology in the Context of Higher Education

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Panagiota Altanopoulou ◽  
Nikolaos Tselios
Keyword(s):  
Technology Acceptance ◽  
Undergraduate Students ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Big Five Personality ◽  
Extended Model ◽  
Perceived Ease Of Use ◽  
Use Of Technology ◽  
Wiki Technology ◽  
Acceptance Model

<p class="3">This study investigated undergraduate students’ intention to use wiki technology. An extension of the Technology Acceptance Model (TAM) has been used by taking into account not only students’ wiki perceived utility and usability, but also Big Five personality characteristics and two other variables, social norms, and facilitating conditions, as proposed in the Unified Theory of Acceptance and Use of Technology (UTAUT). Students’ beliefs before (pre-wiki scenario) and after (post-wiki scenario) the actual use of the wiki system were investigated, with 85 and 86 participants respectively. The hypotheses were tested using partial least squares analysis. For the pre-wiki scenario, 8/15 hypotheses were confirmed and 11/15 for the post-wiki scenario. The relationship between perceived ease of use and perceived usefulness was found to be of the highest magnitude. The most notable difference across the two scenarios was that the relation between perceived ease of use and attitudes towards use was significant only in the first scenario. The results demonstrate that the proposed TAM-extended model could predict students’ wiki acceptance.</p>

scholarly journals The Effects of Technology Innovativeness and System Exposure on Student Acceptance of E-textbooks

10.28945/2101 ◽  
2015 ◽  
Vol 14 ◽  
pp. 055-071 ◽  
Author(s):  
Madison N. Ngafeeson ◽  
Jun Sun
Keyword(s):  
Instructional Technology ◽  
Technology Acceptance ◽  
New Technology ◽  
Cost Effective ◽  
Student Learning Outcomes ◽  
Technological Transformation ◽  
Course Content ◽  
Acceptance Model ◽  
Improve Student Learning ◽  
Student Acceptance

The efforts of educators in the last three decades have, among other things, focused on the use of information technology (IT) in education. It has become commonplace to view information systems both as an effective carrier of course content as well as a cost-effective tool to improve student learning outcomes. One of such technologies is the e-book. Decision-makers in the education field need make sense of this technological transformation. However, despite the growing popularity of e-books in higher education, its adoption by students is yet to be crystalized. This study exploits the technology acceptance model (TAM) framework to examine student acceptance of e-textbooks as “internally” impacted by technology innovativeness and “externally” influenced by system exposure. The results showed that students’ technology innovativeness is associated with student acceptance of e-textbooks and that system exposure was a strong moderator of the TAM relationships. The findings suggest that students’ openness to new technology, in general, is likely to positively affect the adoption of a specific new instructional technology. Additionally, system exposure was found to be a significant moderator of the TAM relationships. It is concluded that students’ technology innovativeness and system exposure must therefore be factored into instructional technology usage decision-making models.

scholarly journals Perceptions And Uses Of Social Media Networking Systems By South African Students

2014 ◽  
Vol 13 (4) ◽  
pp. 715 ◽  
Author(s):  
Johannes A. Wiid ◽  
Michael C. Cant ◽  
Corinne E. Nell
Keyword(s):  
Social Media ◽  
Technology Acceptance ◽  
South African ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
African Students ◽  
Course Content ◽  
Use Of Social Media ◽  
Acceptance Model ◽  
Self Administered Questionnaire

The purpose of this study was to determine South African students perceptions and uses of social media networking systems. The study further determined whether students are making use of social media networking systems, the purpose of making use of social media networking systems, and whether the students believe that it can be an effective and easy tool to use in order to study the course content. The reason for this study was the fact that students now a days are more familiar with social media networking systems, as more technology mediums are available today to communicate on a more flexible and timely manner. The study made use of the Technology Acceptance Model (TAM) constructs in order to test the objectives. These constructs are; Perceive ease of use, Perceived usefulness, Attitude towards using, Intention to use, and System accessibility. A self-administered questionnaire was distributed to students, and it was found that social media is mostly being used by students for social purposes rather than for educational purposes, and that Facebook is the most popular social media networking system to use.

Technology Adoption, Expectancy Value and Prediction Models

2008 ◽  
pp. 1294-1302 ◽  
Author(s):  
Maria Teresa Martín ◽  
Maria Victoria Román ◽  
Manuel Recio
Keyword(s):  
Social Psychology ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Reasoned Action ◽  
Value Theory ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Reasoned Action Model ◽  
Action Model ◽  
Acceptance Model

During the last few decades, various theoretical developments have been carried out with a view to describing the characteristic and distinct behavioral process that lies under any adoption of technological services and products. These developments are based mainly on the Social Psychology approach. There are three extensive theories within the field of Social Psychology whose ultimate purpose has been to define the internal psychological factors that explain human behavior: the expectancy-value theory, the cognitive dissonance theory, and the self-perception theory. While the expectancy-value theory has been widely used in the research of adoption and usage of information systems, the other two theories have been less recognized. Of all expectancy-value theory models, we should draw our attention to the reasoned action model (Azjen & Fishbein, 1980), because it underlies many of the studies on usage of technology. The planned behavior model (Azjen, 1985, 1991) represents a reformulation of the reasoned action model, justified by the existence of conducts that, albeit in part, a person cannot voluntarily keep under control. A rough description of both models is presented in this chapter, inasmuch as they served as a basis for the construction of the technology acceptance model (Davis, 1989; Davis, Bagozzi & Warshaw, 1989), known as one of the main models for the technology readiness concept. The technology acceptance model seems to possess a similar or even better explicating power than its predecessors (Davis et al., 1989; Mathieson, 1991; Taylor & Todd, 1995a; Chau & Hu, 2002).

Engage Me Through BigBlueButton

2021 ◽  
pp. 1-15
Author(s):  
Lejla Turulja ◽  
Amra Kapo ◽  
Merima Činjarević
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Student Perception ◽  
Value Theory ◽  
Learning System ◽  
Expectancy Value ◽  
Course Content ◽  
Course Rigor ◽  
E Learning

This study examines student engagement in an online environment concerning the perception regarding the course and the technology used. A research model was developed from the principal tenets of the expectancy-value theory to which values and expectations are assumed to influence how students build engagement. The model conjoins student perception related to course factors (content and rigor), technology factor (technology convenience), and student engagement (psychological, cognitive, emotional, and behavioral). The model was tested using a sample composed of 328 business undergraduate students taking the courses online using the BigBlueButton e-learning system due to the global emergency caused by the COVID-19 pandemic. Hence, respondents did not voluntarily choose the online teaching delivery method. The results imply that both course content and perceived technology convenience predict overall student engagement, while course rigor influences student cognitive, emotional, and behavioral commitment, but not psychological engagement.

A Study of the Application of Technology Acceptance Model (TAM) to E learning among undergraduate students in India- A Structural Equation Modelling Approach

2021 ◽  
pp. 243-252
Author(s):  
Mridul Gupta ◽  
Sai Keerthana Thammi
Keyword(s):  
Data Collection ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Primary Data ◽  
E Learning ◽  
Acceptance Model

Technological developments in the field of education have paved the way for e-learning. Massive Open Online Courses (MOOC) and online certification courses have become widely popular among students especially those in higher education. Today, E-learning platforms have provided the end users the opportunity to pursue online certifications, gain knowledge and skills, and learn from experts in different fields from the comfort of their homes. Students are an important stakeholder in this knowledge transfer process. Therefore, it is important to understand their attitude towards e learning and their expectation from such platforms. This paper attempts to study the concept of Technology Acceptance Model (TAM) in e-learning among undergraduate students in India to understand their perception and behaviour towards e-learning. The main research methods used were: the questionnaire for primary data collection, journals and research articles for secondary data collection. Excel and Statistical Product and Service Solutions (SPSS) were used to process the collected data, test the hypotheses, statistical analysis, analyse the results and achieve research objectives. Microsoft Word was used for textual representation of final results and interpretations. Hypothetical model based on TAM was framed and six research variables were identified for the study: Perceived Usefulness, Capability, Perceived ease-of-use, Intention to Use, Trustworthiness, Actual Use. The research helped to understand the components of TAM, analyse and identify the relation between TAM and E learning, and revealed that undergraduate students in India have positive perception of E-learning.

scholarly journals Students’ intention to use high-immersion virtual reality systems for learning paragraph structure: a PLS-SEM exploratory study

2020 ◽  
pp. 291-297
Author(s):  
Ethan Douglas Quaid ◽  
Austin Pack ◽  
Alex James Barrett ◽  
Litong Zhou
Keyword(s):  
Virtual Reality ◽  
Technology Acceptance ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Short Paper ◽  
Intention To Use ◽  
Antecedent Conditions ◽  
Acceptance Model

This short paper reports the findings of a study exploring English for Academic Purposes (EAP) students’ behavioral intention to use a high-immersion Virtual Reality (VR) system for learning paragraph structure. The study measured relationships between variables that may lead to learners’ intention to use the high-immersion VR Reality system through leveraging a hypothesized theoretical framework based upon a widely used technology acceptance model. Quantitative data were collected from 134 Sino-British English as a medium of instruction by university undergraduate students enrolled in EAP classes by means of a post-participation questionnaire. A Partial Least Squares - Structural Equation Modeling (PLS-SEM) exploratory analysis was executed. Results suggested that students’ intention to use the high-immersion VR learning environment was primarily determined by its usefulness for learning and not how easy it was to use. Furthermore, the degree to which the learners felt confident in their ability to operate the system had a large impact on how easy they perceived it was to use. And finally, the antecedent conditions of learners had little impact on the students’ perceived usefulness of the VR system.

scholarly journals An overview of undergraduate students’ perceptions on content-based lessons taught in English

2021 ◽  
Vol 8 (29) ◽  
pp. 65-78
Author(s):  
Diego Ortega-Auquilla ◽  
Paul Sigüenza-Garzón ◽  
Sara Cherres-Fajardo ◽  
Andrés Bonilla-Marchán
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Research Approach ◽  
Exploratory Research ◽  
Course Content ◽  
Instructional Process ◽  
Learning Content ◽  
Positive Attitudes ◽  
Participation Motivation ◽  
The University

Currently, the English language has both an important role in university studies and professional careers. With that in mind, the present study employed an exploratory research approach to determine university students’ perceptions with regard to learning course content on curriculum and education-related topics through the implementation of content-based lessons taught in the English language. A survey was administered to 171 students in different majors from one public university in Ecuador. The close-ended questions focused on learning about the respondents’ perceptions concerning varied statements, such as the importance and suitability of the use of English for the learning-teaching process of university subjects, the helpfulness and impact of learning content through the implementation of class sessions taught in English. Furthermore, an open-ended question was put forward to find out in what ways the learning of university subjects taught in English may help the study participants in the future. The findings showed that a large number of respondents had positive attitudes towards learning content-based lessons about the education-related subject matter in English, as they found this instructional process helpful in terms of class participation, motivation, critical thinking, and other aspects. It was concluded that students could better learn the English language in a more genuine manner by means of lessons directed by CLIL, as they complete essential undergraduate courses from their field of study at the university level.

Technology Acceptance Model and Stimulus-Organism Response for the Use Intention of Consumers in Social Commerce

2019 ◽  
Vol 15 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Youngkeun Choi
Keyword(s):  
Decision Making ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Undergraduate Students ◽  
Cognitive Process ◽  
Ease Of Use ◽  
Social Commerce ◽  
User Intention ◽  
Acceptance Model ◽  
Affective Process

This article examined two aspects of user decision making for social commerce and suggested technology acceptance model as cognitive process and stimulus-organism response as affective process to explain the people's behaviors. Research methodology is a survey for undergraduate students, which was conducted in December 2013 on a popular social commerce site (www.ticketmonster.co.kr). In the results, first, usefulness and ease of use are shown to increase user intention of social commerce. Second, joy and pride increase user intention of social commerce, while fear decreases it.

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