从COVID-19中吸取的教训:接受高等教育中的电子学习技术
Griffin Pitts1, Viktoria Marcus1, Sanaz Motamedi2
1University of Florida, Gainesville, FL, USA.
Human factors
|September 5, 2025
概括
学生对电子学习的接受不同,根据使用是否自愿或强制. 对于自愿使用者来说,感知到的易用性更重要,而对于疫情期间的强制性使用者来说,感知到的有用性是关键.
科学领域:
- 教育技术
- 人与计算机的交互
- 技术接受的心理
背景情况:
- 在COVID-19大流行期间,大学迅速采用电子学习,改变了学生的体验.
- 疫情后向可选电子学习过渡创造了不同的自愿和非自愿的使用环境.
- 学生对强制性电子学习的接受度有很大差异,影响了教育期望.
研究的目的:
- 调查学生在自愿和非自愿的使用条件下接受电子学习.
- 将技术接受模式 (TAM) 扩展到影响电子学习的因素.
- 确定自愿和非自愿的电子学习用户之间的技术接受驱动因素的差异.
主要方法:
- 验证了一个扩展的技术接受模型 (TAM),其中包括来自焦点组的七个因素.
- 进行了多组分析,比较自愿和非自愿用户之间的接受率.
- 收集了908名本科生的调查数据,并使用PLS-SEM进行了分析.
主要成果:
- 扩展的TAM框架表现出强大的解释能力 (R2 = .463-.731) 对于电子学习的接受.
- 信息质量和系统质量对感知到的有用性和易用性产生了重大影响.
- 对自愿用户的行为意图来说,感知到的易用性更为关键,而对非自愿用户来说,感知到的有用性更为关键.
结论:
- 扩展的TAM有效地预测了自愿和非自愿的电子学习接受程度.
- 在使用场景之间发现了接受驱动因素的显著差异,证实了TAM在危机情况下的适用性.
- 教育技术的实施应考虑特定环境的采用因素,以实现学生的最佳接受.
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