A Unified Model for the Use and Acceptance of Stickers in Social Media Messaging

Al-Maroof, Rana Saeed; Salloum, Said A.; AlHamad, Ahmad; Shaalan, Khaled

doi:10.1007/978-3-030-31129-2_34

Cited by 24 publications

(24 citation statements)

References 25 publications

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“…There were various reasons for choosing PLS-SEM in the study. First, as the research is an extension of a current theory, PLS-SEM was considered the best option [17]. Second, the complex models within exploratory research can be effectively tackled with the help of PLS-SEM [18].…”

Section: Discussionmentioning

confidence: 99%

“…Past studies have focused on the importance of e-learning and its implementation all over the world; some have focused on the continuous use of e-learning [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] and some on the effect of either teachers' or students' attitudes towards e-learning [20][21][22][23][24][25][26]. In other words, no studies have put forward the implementation of two models that focus on how the perceived interactivity of education technology influences teachers' and students' perceptions and urges them to continue using the technology.…”

Section: Introductionmentioning

confidence: 99%

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The Continuous Intention to Use E-Learning, from Two Different Perspectives

2020

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During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Continuous Intention to Use E-Learning, from Two Different Perspectives

2020

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“…With the final goal to examine the proposed hypotheses, the relationships that the theoretical constructs for the structural model have with each other were assessed via a structural equation model that had SEM-PLS with the maximum likelihood estimation [6,24,25,42,[112][113][114][115]. As appeared in Table 4 and Figure 3, the model had a high predictive power [116], that's, the percentage of the variance within perceived usefulness, perceived ease of use, and e-learning system acceptance are nearly 70%, 70%, and 71%, separately .…”

Section: Structural Model Analysis (Sem)mentioning

confidence: 99%

Investigating a theoretical framework for e-learning technology acceptance

Kurdi

Alshurideh

Salloum

2020

IJECE

Self Cite

126

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E-learning has gained recognition and fame in delivering and distributing educational resources, and the same has become possible with the occurrence of Internet and Web technologies. The research seeks to determine the factors that influence students' acceptance of E-learning and to find out the way these factors determine the students' intention to employ E-learning. A theoretical framework was developed based on the technology acceptance model (TAM). To obtain information from the 270 university students who utilized the E-learning system, a questionnaire was formulated. The results revealed that “social influence, perceived enjoyment, self-efficacy, perceived usefulness, and perceived ease of use” are the strongest and most important predictors in the intention of and students towards E-learning systems. The outcomes offer practical implications for practitioners, lawmakers, and developers in effective E-learning systems implementation to improve ongoing interests and activities of university students in a virtual E-learning atmosphere, valuable recommendations for E-learning practices are given by the research findings, and these may turn out to be as guidelines for the efficient design of E-learning systems.

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“…The structural equation modeling (SEM) approach [88][89][90][91][92][93][94][95][96] was used to test the aforementioned nine hypotheses together. The variance described (R2 value) by each path and every hypothesized connection's path significance in the research model were assessed.…”

Section: Hypothesis Testing and Coefficient Of Determinationmentioning

confidence: 99%

Acceptance of E-learning among university students in UAE: A practical study

AlHamad

2020

IJECE

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The objective of the study is to find out the factors which affect the acceptance of E-learning among students and how the students’ purpose of using E-learning is determined by these factors. The research was based on the Technology Acceptance Model (TAM). The researcher developed a questionnaire to gather data from a sample of 366 university students who actively used the E-learning system. According to the results of the study, subjective norms, perceived usefulness, perceived ease of use, enjoyment, and accessibility” are the vital predictors behind the intention of students for using E-learning systems. This indicates that extended TAM is applicable in the UAE. The results show that policymakers and education developers should take E-learning system seriously since it can be opted not just as a technological solution but also as a learning platform for students belonging to a distant area. The results present practical implications for education developers, policymakers and practitioners in devising useful plans to implement E-learning systems.

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A Unified Model for the Use and Acceptance of Stickers in Social Media Messaging

Cited by 24 publications

References 25 publications

The Continuous Intention to Use E-Learning, from Two Different Perspectives

The Continuous Intention to Use E-Learning, from Two Different Perspectives

Investigating a theoretical framework for e-learning technology acceptance

Acceptance of E-learning among university students in UAE: A practical study

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