Video Demonstrations Can Predict the Intention to Use Digital Learning Technologies

Autor/inn/en	Sprenger, David A.; Schwaninger, Adrian
Titel	Video Demonstrations Can Predict the Intention to Use Digital Learning Technologies
Quelle	In: British Journal of Educational Technology, 54 (2023) 4, S.857-877 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sprenger, David A.) ORCID (Schwaninger, Adrian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13298
Schlagwörter	Video Technology; Demonstrations (Educational); Prediction; Intention; Usability; Technology Uses in Education; Electronic Learning; Audience Response Systems; Computer Mediated Communication; Lecture Method; Computer Simulation; College Students; Foreign Countries; Switzerland + Suchen Sie Ihr Suchwort? Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Vorhersage; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Computergrafik; Computersimulation; Collegestudent; Ausland; Schweiz
Abstract	The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e-learning (the general extended technology acceptance model for e-learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies--one using TAM and one using GETAMEL--we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e-lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision-makers and educators on whether students will use a technology before investing in it. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01