The study investigated the e-Learning acceptance among Malaysian higher education students. There are three exogenous variables involved, namely, performance expectancy, social influence, and perceived enjoyment. A mediating effect of self-efficacy was correspondingly tested to build a different connection point on the research area. The target population of the study are active students of Malaysia higher education institutions. Data was collected using an online platform, and out of the 557 responses received , only a total of 414 were valid and subsequently used for data analysis. The results indicated that, performance expectancy, social influence, perceived enjoyment, and self-efficacy have a positive direct statistically significant relationships with e-Learning acceptance among students. Additionally, there was a partial mediating effect of self-efficacy between performance expectations and perceived enjoyment on e-Learning acceptance. Meanwhile, social influence was found to have no mediating effect, since there was no statistically positive relationship between social influence and self-efficacy. Students with a positive feeling about the usefulness of e-Learning tend to have a positive acceptance of the e-Learning method, and this, in turn, will affect their self-efficacy, thus resulting in an excellent understanding of the lessons.
This paper aims to investigate e-learning acceptance in Malaysian higher education institutions and the moderating effect of self-efficacy. This study is crucial as online and distance learning have grown in all education sectors due to the COVID-19 pandemic. A valid sample of 414 survey responses from active students currently enrolled in undergraduate and postgraduate levels in Malaysian higher education institutions was collected for data analysis. Structural Equation Modelling (SEM) was employed in the data analysis. Results indicate that all four exogenous variables (performance expectancy, social influence, perceived enjoyment, and self-efficacy) significantly affect students’ acceptance towards e-learning. However, only performance expectancy and social influence are moderated by self-efficacy towards acceptance of e-learning, as self-efficacy does significantly strengthen the relationship of performance expectancy and social influence towards e-learning acceptance. The findings may serve as a reference point for future studies in response to changing the learning method preferences and technological advancements.
Learning through gamification has been one of the most popular techniques and methods used by today's educators because it creates a fun environment of learning that may boost student performance in their studies. This study aims to investigate gamification acceptance among students in Malaysian higher education institutions, and the moderating effect of gender. The COVID-19 outbreak has made online learning essential in all educational sector in the world; hence, the motivation for this study. The study involved a representative sample of 406 survey responses from students currently enrolled in a diploma programme at Malaysian universities. The data were analysed with Structural Equation Modelling (SEM). According to the results, only one factor substantially influenced students' acceptance of gamification: performance expectancy. Gender had a moderating effect on performance expectancy regarding the acceptance of gamification. The findings may be a guideline for future studies in response to changes in the existing learning approach.
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