Predicting Acceptance of Mobile Technology for Aiding Student-Lecturer Interactions: An Empirical Study

Autor/inn/en	Gan, Chin Lay; Balakrishnan, Vimala
Titel	Predicting Acceptance of Mobile Technology for Aiding Student-Lecturer Interactions: An Empirical Study
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 2, S.143-158 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Telecommunications; Educational Technology; Technology Uses in Education; Handheld Devices; Teacher Student Relationship; Prediction; College Students; Intention; Foreign Countries; Structural Equation Models; Student Surveys; Self Efficacy; Hypothesis Testing; Student Motivation; Student Attitudes; Online Surveys; Likert Scales; Factor Analysis; Statistical Analysis; Malaysia + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Vorhersage; Collegestudent; Ausland; Schülerbefragung; Self-efficacy; Selbstwirksamkeit; Hypothesenprüfung; Hypothesentest; Schulische Motivation; Schülerverhalten; Likert-Skala; Faktorenanalyse; Statistische Analyse
Abstract	The current study sets out to identify determinants affecting tertiary students' behavioural intentions to use mobile technology in lectures. The study emphasises that the reason for using mobile technology in classrooms with large numbers of students is to facilitate interactions among students and lecturers. The proposed conceptual framework has four main antecedents of behavioural intention: system perception, intrinsic motivation, system and information quality, and uncertainty avoidance. Sample data was collected from 396 tertiary students in Malaysia. Results from structural equation modelling on the sample indicated that behavioural intention was significantly influenced by system and information quality, followed by intrinsic motivation, and uncertainty avoidance. System perception was not significantly predictive of behavioural intention. The proposed framework explained 54% of the variance in behavioural intention of mobile technology use in lecture classes. The study findings are indicative of the importance of system development efforts to ensure overall quality system design. The findings further suggest that mobile technology may serve as a tool to facilitate interaction among students and lecturers in large lecture classes. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01