This paper has conducted the study of the impact and effectiveness of Google Classroom in online teaching and learning. Based on the unified theory of acceptance and use of technology (UTAUT2), the first aim was to rank the 8 constructs namely: Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Hedonic Motivation, Habit, Behavioral Intention, and the last Use Behavior. Each of the constructs have their respective questions due to the questionnaire formed from the UTAUT2 theory. To evaluate the use of Google Classroom, have been analyzed the feedbacks from every participant based on a 5-likert scale output. Secondly, was completed the rank of the questions based on the most preferred 5-likert scale options. The method proposed for the purposes of this study were fuzzy AHP with triangular fuzzy numbers (TFN) and trapezoidal fuzzy numbers (TpFN). The results suggested that the most preferred construct by fuzzy with TFN numbers was the Behavioral Intention while the least preferred was the Effort Expectancy, whereas for fuzzy TpFN the most preferred construct was the Social Influence and the least preferred was the Effort Expectancy. Based on the questionnaire, the rank resulted to be the same with both methods for the most preferred question and the least important one, that were respectively from Use Behavior construct, and from Performance Expectancy construct, while the ranked questions of other constructs differed slightly with both methods. These results showed that both methods produced the same rank for the 5likert scale options, where "Agree" option was the more important from the 5-likert scale options and "Strongly disagree" option was less important. From these findings was concluded that these changes in ranking were due to the different defuzzification methods that were used for both types of fuzzy numbers.
The development of learning management systems (LMS) has an integral role to the promotion of new alternatives in relation to improve teaching and learning for universities. This study proposes the determination of the constructs that influence learning management systems adoption and use. The conceptual framework has been developed on the basis of the expansion of Technology Acceptance Model 3 (TAM3) including the constructs Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Subjective Norm (SN), Behavioral Intention (BI), Use Behavior (UB). The paper deals with the integration of the three approaches Partial Least Square-Structural Equation Model (PLS-SEM), Analytic Hierarchic Process (AHP) and Fuzzy Analytic Hierarchy Process (FAHP). PLS-SEM have determined the reliability, the validity of the constructs, and tested the model’s hypotheses. These results have been integrated into the AHP and FAHP methods, to evaluate the importance of the constructs. These results will be especially useful to enhance the higher education policies.
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