使用社会支持理论和技术接受模型的综合方法来研究数字学习技术的可持续使用
Sultan Hammad Alshammari1, Abeer F Alkhwaldi2
1Department of Educational Technology, College of Education, University of Ha'il, Ha'il, Saudi Arabia.
Scientific reports
|January 3, 2025
概括
教育和情感支持显著影响学生使用数字学习技术 (DLT) 的意图. 感知到的实用性和易用性是DLT采用的关键因素,突出了需要机构支持的需要.
科学领域:
- 教育技术的教育技术
- 社会科学 社会科学 社会科学
- 信息系统信息系统信息系统
背景情况:
- 数字学习技术 (DLT) 越来越多地融入高等教育.
- 了解学生使用DLT的意图对于有效实施至关重要.
- 像技术接受模型 (TAM) 这样的现有模型提供了一个框架,但可能无法完全捕捉社会影响.
研究的目的:
- 探索学生使用DLT的意图的决定因素.
- 提出和验证一个整体模型,整合社会支持理论和TAM.
- 检查教育和情感支持对DLT使用的影响.
主要方法:
- 这是一项涉及262名大学生的定量研究.
- 通过问卷收集数据.
- 结构方程建模 (SEM) 与确认因素分析 (CFA) 用于模型验证和关系分析.
主要成果:
- 教育支持通过感知有用性对行为意图产生了积极的影响.
- 情绪支持通过感知易用性和感知有用性显著影响了行为意图.
- 感知到的易用性并没有直接影响感知到的实用性,这与传统的TAM预测相反.
结论:
- 教育和情感支持是学生采用DLT的关键驱动因素.
- 大学应该加强支持系统,以促进DLT的使用.
- 感知到的有用性和感知到的易用性仍然很重要,但社会支持提供了额外的解释能力.
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