This paper presents the dataset of a survey on Vietnamese female students’ behavioral intention to use video conferencing tools (VCTs; e.g. Zoom, Microsoft Teams or Google Hangout) in COVID-19 pandemic. The questionnaire was designed based on the Technology Acceptance Model according to the result of research conducted by [1] and [2] . The survey was conducted on an online platform using the questionnaire of 21 items to collect the information of respondents’ characteristics and their perception on computer self-efficacy, computer playfulness, COVID-19 context, behavioral intention to Use VCTs. The dataset contains 254 valid responses from female students who have been in distance learning in Vietnam. It can serve as a reference source for future studies on educational equity and for policy making on distance education.
The outbreak of the COVID-19 pandemic has strongly influenced teaching and learning in Vietnam's higher education institutions. Social distancing -the health care practice of increasing the physical space between people to avoid spreading illness due to COVID-19 has required schools to employ distance learning. As such, video conferencing tools (VCTs) have been used nationwide to ensure effective responses to the requirement. Although teaching and learning with VCTs have been proven effective by many researchers, it is not clear what benefits and challenges they bring to higher education in Vietnam, especially with respect to students' acceptance to the classroom uses of technology in the time of unexpected events. This study aims to address this gap by examining external factors that affected students' acceptance of VCTs during the COVID pandemic. Data were collected online from university students between April 14, 2020 and April 23, 2020. After this period, the research group received 294 records, in which 227 were analyzed using an extended Technology Acceptance Model (TAM) and Structural Equation Modeling (SEM). The result indicated that external factors such as subject norm and computer playfulness had a significant impact on most TAM constructs. Furthermore, output quality was found to have a positive influence on students' perceived usefulness in the acceptance of VCTs in distance learning.
We report an original method for directly fabricating gold nanoparticles (Au NPs) in a polymer matrix using a thermal treatment technique and theoretically and experimentally investigate their plasmonic properties. The polymeric-metallic nanocomposite samples were first prepared by simply mixing SU-8 resist and Au salt with different concentrations. The Au NPs growth was triggered inside the polymer through a thermal process on a hot plate and in air environment. The Au NPs creation was confirmed by the color of the nanocomposite thin films and by absorption spectra measurements. The Au NPs sizes and distributions were confirmed by transmission electron microscope measurements. It was found that the concentrations of Au salt and the annealing temperatures and durations are all crucial for tuning the Au NPs sizes and distributions, and, thus, their optical properties. We also propose a simulation model for calculations of Au NPs plasmonic properties inside a polymer medium. We realized that Au NPs having large sizes (50 to 100 nm) play an important role in absorption spectra measurements, as compared to the contribution of small NPs (<20 nm), even if the relative amount of big Au NPs is small. This simple, low-cost, and highly reproducible technique allows us to obtain plasmonic NPs within polymer thin films on a large scale, which can be potentially applied to many fields.
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