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Information on the emotional outcomes of e-learning system use and emotional aspects of user experience in higher education is quite limited. Accordingly, the aim of the study is to identify the factors that influence university students’ intention to continue using e-learning systems and to examine the emotional outcomes of the continuance intention. The core constructs of the Technology Acceptance Model formed the basis of the proposed model, and the model was extended with a framework of emotions (challenge, achievement, deterrence, loss) and external variables. Data were collected online from 19,530 university students of a state university. For the analysis, Partial Least Squares-Structural Equation Modeling was employed. The proposed model explained 73.5% of continuance intention, 50.3% of achievement, and 52.2% of challenge emotions. In addition, 23 of the 25 tested hypotheses were supported. The findings indicate that perceived usefulness is a decisive factor in creating user experiences that generate emotions such as enjoyment, playfulness and satisfaction. In addition, the results showed that personal innovativeness strongly influenced the core constructs of technology acceptance model and the positive aspects of emotions (achievement and challenge). Accordingly, it can be stated that these findings lead us to the fact that students’ value perceptions regarding e-learning systems have a critical role in terms of emotional outcomes. In addition, the findings suggest that both intrinsic-extrinsic motivators, innovativeness characteristics and emotional outcomes should be taken into account in design and development process in order to improve the quality of the user experience. In this direction, implications for research and practice are discussed.

The vital role of motivation becomes even more evident when considering the digital transformation of learning and teaching environments, especially with the effect of the pandemic. Basic psychological needs and emotions, which have not been comprehensively examined together despite their important roles in motivating, draw attention. Accordingly, this study aims to reveal the psychological, emotional, and individual variables that influence the pre-service teachers' intention to use technology, and to evaluate and validate the predictive power of a proposed model. The technology acceptance model formed the basis of the proposed model, and the model was extended with the self-determination theory (competence, autonomy, relatedness) and a framework of emotions (enjoyment, playfulness, anxiety, frustration). Data were collected online from 591 pre-service teachers studying in 10 different departments of a state university. In data analysis PLS-SEM, PLSpredict and multi-group analysis were performed. The results revealed that the model explains 79.8% of the intention and that the predictive power of the model is high. The relationship between competence and perceived ease of use represents the strongest relationship in the model, and the most influential construct on intention is enjoyment. These findings suggest that both intrinsic and extrinsic motivation play a major role in technology acceptance, especially during the pandemic. In addition, innovativeness, which is related to technology use and motivation, had various moderator effects on the relationships. Findings indicate that the model, which offers a motivational approach based on basic psychological needs and emotions, provides rare information and has high relevance for the field.

Empirical evidence on the e-learning adoption in the field of special education is quite limited. Path modelling in particular draws attention as an important methodological gap. Therefore, a model that can provide a theoretical basis for practice in special education has the potential to make significant contributions. Accordingly, this study aimed to identify the factors influencing the intention to use e-learning systems by proposing an extended technology acceptance model for special education. The participant group consisted of 1713 university students with special needs receiving education through the e-learning systems of a state university. For analysing the data, partial least squares-structural equation modelling was used. The results showed that the model explained 76.9% of intention to use e-learning systems. Perceived ease of use and perceived usefulness had the strongest relationship in the model while that between perceived enjoyment and behavioural intention represented the strongest relationship in terms of influence on intention. In addition, hypothesis tests revealed that both social and individual-emotional factors affected intention to use e-learning, and constructs that provide intrinsic motivation and constructs of extrinsic motivation associated with performance improvement play a critical role in e-learning adoption. Accordingly, implications for research and practice are discussed. Implications for practice or policy: It is critical for instructional designers, special education experts and policymakers to consider the effects of core acceptance constructs, both in terms of competence in and tendency to use e-learning systems. E-learning system designs that can meet the expectations arising from social norms and can contribute to strengthening the sense of belonging may have a crucial role. It is vital to consider the enjoyment elements in terms of ensuring quality learning through online education.

Transhumanism, which emerges as a movement of thought, stands out with the developments such as artificial organs, brain-to-brain knowledge and learning transfer and smart robots in the 21st century. One of these technologies, where we see early applications with the goal of reaching the post-human, is the virtual worlds. Some features of the post-humans, which can now be experienced through 3 dimensional immersive virtual worlds in a certain scale, also reveal the fact that the existing virtual worlds are a limited simulation of a transhumanist future. While the virtual worlds and transhumanism perspective is expected to be effective in various areas of human life, it will be inevitable for these effects to manifest themselves in learning processes. In this sense, evaluation of surrounding learning by virtual worlds is the main objective of this chapter. For this purpose, virtual worlds in transhumanism age were tried to be evaluated under learning context by using anime series and film samples which are yet considered as sci-fi.

Transhumanism, which emerges as a movement of thought, stands out with the developments such as artificial organs, brain-to-brain knowledge and learning transfer and smart robots in the 21st century. One of these technologies, where we see early applications with the goal of reaching the post-human, is the virtual worlds. Some features of the post-humans, which can now be experienced through 3 dimensional immersive virtual worlds in a certain scale, also reveal the fact that the existing virtual worlds are a limited simulation of a transhumanist future. While the virtual worlds and transhumanism perspective is expected to be effective in various areas of human life, it will be inevitable for these effects to manifest themselves in learning processes. In this sense, evaluation of surrounding learning by virtual worlds is the main objective of this chapter. For this purpose, virtual worlds in transhumanism age were tried to be evaluated under learning context by using anime series and film samples which are yet considered as sci-fi.

The number of studies providing empirical evidence on e‐learning in the field of special education is limited. From this point of view, the aim of this study is to examine whether the factors influencing the e‐learning adoption of university students with disability differ according to the type of disability and gender. The participants of the study consist of 809 university students with a single disability (orthopaedic, visual or hearing). Confirmatory factor analysis and two‐way ANOVA were used in the analysis of the study. The factor analysis showed that validity and reliability of the measurement tool was established and the model fit was good. The results revealed that for all dependent variables (social influence, self‐efficacy, compatibility and facilitating conditions), students with orthopaedic disability and visual impairment had higher scores than students with hearing impairment. On the other hand, contrary to expectations, there was no difference between students with orthopaedic disability and students with visual impairment in any of the factors according to the type of disability. In addition, none of the factors differed by gender. The findings provide empirical evidence that can contribute to the planning of online education processes of students with disability by revealing the similarities and differences in the use of e‐learning systems according to the type of disability. What is already known about this topic The field of special education deals with the special needs of individuals and frequently uses technology to provide the support they need. It is observed that educational processes have been moved to online environments due to the COVID‐19 pandemic, which has affected the field of education nowadays and e‐learning systems in online environments have become indispensable for students with special needs. With their flexible structure, e‐learning systems create universal and inclusive learning environments for all students. Accessibility and special education adaptations are needed for individuals with special needs to use e‐learning systems effectively. For this, first of all, the effects of the disabilities of these individuals in using e‐learning systems should be determined. What this paper adds The results showed that social influence, self‐efficacy, compatibility, and facilitating conditions all differed significantly by type of disability. The research findings revealed that all factors differed significantly in terms of orthopaedic and visual impairment versus hearing impairment. The main contribution of the study can be summarized as investigating the relationships between technology adoption and types of disability with empirical evidence and the fact that the implications and inferences made for theory and practice have the potential to make critical contributions to technology acceptance and use of individuals with special needs. It can be stated that the tool adapted in this study offers a valid and reliable tool for future studies with university students with special n...

Individuals with special needs consist of different groups with individual differences such as hearing impairment, visual impairment, orthopedic and developmental disability, and health-related deficiencies. Main purpose of special education is to create flexible learning environments adapted to the individual differences of these individuals. It is possible to see that e-learning systems used in online learning environments have become an indispensable element of education these days when we transition to digital age. For these individuals to use e-learning systems effectively, it must first be determined how they use e-learning systems, what level of competence they have in using these systems, and what kind of support they need. The aim of the research is to determine demographic characteristics of individuals with special needs, their experiences in distance education and e-learning process, their proficiency levels, and assistive technologies they use. In this study, case study design was used. 590 university students with special needs participated in study. Data were collected through a questionnaire consisting of open and closed-ended questions. Quantitative data were analyzed descriptively using SPSS 21. Answers obtained from the open-ended questions were analyzed qualitative descriptive analysis. According to study, individuals continue open and distance education actively. It was observed that male students participating in the study were more numerous than female students, and students with visual impairment were more numerous than other disability groups. It has been concluded that most of the participants have very low experience in e-learning systems and they see themselves having very low competence levels. Also, the results showed that the participants use various assistive technologies that support hearing and vision in e-learning systems. According to the findings, it can be stated that there is a need to consider individual differences in design process of e-learning systems, to include user-oriented designs, and to provide individual assistive technologies.