模拟情感参与和同行互动对使用异步电子学习的持续意图的影响
Sultan Hammad Alshammari1, Mohammed Habib Alshammari1
1Department of Educational Technology, College of Education, University of Ha'il, Hail, Saudi Arabia.
PeerJ. Computer science
|April 30, 2024
概括
这项研究发现,情感参与和同行互动显著影响学生使用异步电子学习的持续意图. 感知到的易用性和实用性也直接影响了在线学习平台的持续采用.
科学领域:
- 教育技术的教育技术
- 学习心理学学习的心理学.
背景情况:
- 异步电子学习在高等教育中越来越普遍.
- 对影响学生持续使用异步电子学习的因素的研究有限.
研究的目的:
- 提出和测试一个理论模型,检查外部因素和技术接受模型 (TAM) 构建的持续使用意图.
- 研究情感参与和同行互动对学生持续采用电子学习的影响.
主要方法:
- 在259名大学生中收集的调查数据.
- 使用AMOS软件进行结构方程建模 (SEM),用于分析.
- 测量模型评估的确认因素分析 (CFA).
主要成果:
- 情感参与通过感知易用性,而不是感知有用性,积极影响了持续的意图.
- 同行互动显著影响了使用异步电子学习的持续意图.
- 感知到的易用性和感知到的有用性直接和显著地影响了持续使用的意图.
结论:
- 情感参与和同行互动对于持续的异步电子学习使用至关重要.
- 感知到的易用性和实用性,以及关键的TAM构造,直接推动了持续的采用.
- 调查结果为提高电子学习策略和学生参与度提供了见解.
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