Although research on entrepreneurial attitude and intention has received so much attention from scholars, only few studies have investigated the effect of value, usefulness, and pleasure associated with business simulation games, and how these values affect students’ attitude and intention toward entrepreneurial activities. In this study, Technology Acceptance Model and Theory of Planned Behavior have been used in combination to explore how these technological teaching methods influence the attitude and intentions of the students toward entrepreneurial activities. The results show that all hypotheses have been proven by stating significant and positive students’ attitude and intention toward entrepreneurial activities using business simulation games. But subjective norms did not contribute toward student intentions in this regard. It is concluded that people with high uncertainty avoidance are reluctant to take the risk; therefore, there is a need to change their attitude by implementing entrepreneurial ecosystem in society.

The adoption level of emerging web technologies is rapidly growing in educational settings. Given the widespread popularity of social media, it has become essential to understand and adopt social media sites to develop future educational plans as well as deploy current course material on new technologies. This article addresses the issue of perception and usage of social media from the perspective of student collaborative learning and learner performance by incorporating the Technology Acceptance Model and Constructivism Theory about collaborative learning. By analyzing the results using a Structure Equation Modeling technique, this study found that perceived usefulness, perceived ease of use, and perceived enjoyment all have a significant positive relationship with social media usage. The results indicate that social media serves as a dynamic tool to expedite the development of learning environments by encouraging cooperation and communication among students which reinforce their learning behavior and performance. However, it was found that a negative relationship exists between perceived enjoyment and collaborative learning. Cyberbullying as a moderator was found to be a dampening factor in the positive relationship between collaborative learning and learner performance.

No abstract

No abstract