Literaturnachweis - Detailanzeige
Autor/inn/en | Tseng, Hungwei; Yi, Xiang; Cunningham, Brent J. |
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Titel | Learning Technology Acceptance and Continuance Intention among Business Students: The Mediating Effects of Confirmation, Flow, and Engagement |
Quelle | In: Australasian Journal of Educational Technology, 38 (2022) 3, S.70-86 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1449-3098 |
Schlagwörter | Business Administration Education; Student Attitudes; Technology Uses in Education; Computer Software; Telecommunications; Handheld Devices; Information Technology; Learner Engagement; Intention; Mediation Theory; Thinking Skills; Undergraduate Students; Student Adjustment; Correlation; State Universities; Decision Making; Laptop Computers; Course Content; Computer Assisted Instruction; Alabama Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Informationstechnologie; Mediationsverfahren; Denkfähigkeit; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Korrelation; Staatliche Universität; Decision-making; Entscheidungsfindung; Laptop computer; Laptop; Computer; Digitalrechner; Kursprogramm; Computer based training; Computerunterstützter Unterricht |
Abstract | The emergence of mobile applications has opened the door to a new kind of information and communication technology tool and educational support which is vital for students' positive learning behaviours. The aims of this study were to examine the effects of three mediators (confirmation, flow, and student engagement) on students' learning technology acceptance and information systems continuance intention, and to explore the functions of these variables in the mediating process between learning technology acceptance and continuance intention. Using PROCESS macro program where the bootstrap confidence interval was adopted, a parallel multiple mediation model and a serial multiple mediation model were tested. Two of the three proposed hypotheses were supported. Business students' confirmation and flow, elicited by the m-learning app, were two mediating factors with high ratios (0.6655, 95% CI = 0.2635 to 0.6085) of the overall indirect effect to the total effect, which related to students' decisions in continuous usages of the technology. We concluded that the continuous use of the m-learning app was driven not only by students' flexible thinking skills in accepting new learning technology, but also by a set of cognitive attributes reflecting users' positive experiences with the system. (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 | 2024/1/01 |