Exploring the Mediator in Science Service Learning: Analysis of University Students' Behavioural Intention to Use Digital Platforms

Autor/inn/en	Mou, Tsai-Yun; Kao, Chia-Pin; Lin, Kuen-Yi; Osborne, Michael
Titel	Exploring the Mediator in Science Service Learning: Analysis of University Students' Behavioural Intention to Use Digital Platforms
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 6, S.841-854 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kao, Chia-Pin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-022-00700-2
Schlagwörter	Science Education; Service Learning; Student Behavior; Intention; Educational Technology; College Students; Foreign Countries; Self Efficacy; Trust (Psychology); Technology Uses in Education; Taiwan + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Service-Learning; Student behaviour; Schülerverhalten; Unterrichtsmedien; Collegestudent; Ausland; Self-efficacy; Selbstwirksamkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This study examined two mediators of university students' behavioural intention to use digital platforms in the context of science service learning in Taiwanese universities. Based on the technology acceptance model (TAM), we proposed two cognitive variables as antecedents, self-efficacy and science trust, to verify their influences on students' behavioural intention. We further investigated two mediators, perceived usefulness and perceived ease of use, to examine to what extent they had effects on students' intention. Questionnaire data were collected from 282 university students who participated in a science service project. A structural equation model (SEM) procedure was used to test the direct and indirect relationships between the variables. The results showed that both self-efficacy and science trust had direct influences on perceived usefulness and perceived ease of use. The two mediators also had direct effects on students' behavioural intention. Nevertheless, as a mediating variable, only perceived ease of use effectively mediated the relationships between both self-efficacy and science trust and students' behavioural intention. Findings of this research could provide some suggestions to enhance students' behavioural intention for institutions where science service learning is a required project/programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01