Assessing Factors Affecting Students’ Acceptance and Usage of X-Space Based on UTAUT2 Model

Goh, Wei Wei; Tang, Siew Fun; Lim, Chee Leong

doi:10.1007/978-981-10-0908-2_6

Cited by 6 publications

(4 citation statements)

References 13 publications

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“…The ability scores are given on a scale of ∞ to ∞ or can be transformed on a certain scale, and also have the property of invariance. Furthermore, the parameters for the items and people involved are independent of the sample (Aiken, 1979(Aiken, , 2003Finch & French, 2015;Furr & Bacharach, 2013;Hambleton, Swaminathan, & Rogers, 1991;K., Hambleton, & Jones, 1993;Muñiz, 2010;Zamri Khairani & Shamsuddin, 2016).…”

Section: Methodsmentioning

confidence: 99%

“…Moreover, it enables the student to identify the application of facts and principles and justify methods and procedures, and reduces the probability of answering questions correctly at random. However, ambiguity could also appear in the questions, which can cause erroneous interpretations in terms of both the questions and the answers (Best & Kahn, 2006;DiBattista & Kurzawa, 2011;Miller, Linn, & Gronlund, 2009;Zamri Khairani & Shamsuddin, 2016).…”

Section: Datamentioning

confidence: 99%

“…Furthermore, as the professors who participated in devising the test might not have the ability to design adequate items, they may often produce items that are similar to those found in the textbooks, which may not always be the most adequate for the context. Therefore, it is also recommended that an evaluation of teaching practices is carried out in order that they are consistent with the type of instruments used, which would enable the development of a bank of adhoc items for the tournament (Zamri Khairani & Shamsuddin, 2016).…”

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confidence: 99%

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Analysis of Competitive Learning at University Level in Mexico via Item Response Theory

Coronado¹,

Bravo²,

Arellano³

et al. 2018

Mediterranean Journal of Social Sciences

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This paper presents a study of the multiple choice test from the eleventh knowledge tournament for Statistics I, in order to determine whether it instills competitive learning in university students. This research uses Item Response Theory (IRT). The results obtained show that only 27 students (13.43% of the total number of participants) have an acceptable level of ability (1.03 to 2.58), while the level of ability of the rest of the students is not satisfactory (-1.68 to 0.76). The participants are not a group of students seeking to test their knowledge of the subject or looking for an academic challenge. Better strategies for motivating students in terms of competitive learning must be found.

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Section: Methodsmentioning

confidence: 99%

Section: Datamentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Analysis of Competitive Learning at University Level in Mexico via Item Response Theory

Coronado¹,

Bravo²,

Arellano³

et al. 2018

Mediterranean Journal of Social Sciences

View full text Add to dashboard Cite

show abstract

“…Similarly, Venkatesh et al (2003 , 2012 ) and Bagozzi (2007) have highlighted the need to increase the model’s explanatory power by including additional variables and even the need for a paradigm shift in this regard. In other fields, authors such as Goh et al (2016) have also underscored the need to increase the model’s explanatory power through the inclusion of additional variables.…”

Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

Consumer Expectations of Online Services in the Insurance Industry: An Exploratory Study of Drivers and Outcomes

2017

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Today, the customer-brand relationship is fundamental to a company’s bottom line, especially in the service sector and with services offered via online channels. In order to maximize its effects, organizations need (1) to know which factors influence the formation of an individual’s service expectations in an online environment; and (2) to establish the influence of these expectations on customers’ likelihood of recommending a service before they have even used it. In accordance with the TAM model (Davis, 1989; Davis et al., 1992), the TRA model (Fishbein and Ajzen, 1975), the extended UTAUT model (Venkatesh et al., 2012), and the approach described by Alloza (2011), this work proposes a theoretical model of the antecedents and consequences of consumer expectations of online services. In order to validate the proposed theoretical model, a sample of individual insurance company customers was analyzed. The results showed, first, the importance of customers’ expectations with regard to the intention to recommend the “private area” of the company’s website to other customers prior to using it themselves. They also revealed the importance to expectations of the antecedents perceived usefulness, ease of use, frequency of use, reputation, and subjective norm.

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Exploring factors affecting academics’ adoption of emerging mobile technologies-an extended UTAUT perspective

Hu¹,

2020

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Assessing Factors Affecting Students’ Acceptance and Usage of X-Space Based on UTAUT2 Model

Cited by 6 publications

References 13 publications

Analysis of Competitive Learning at University Level in Mexico via Item Response Theory

Analysis of Competitive Learning at University Level in Mexico via Item Response Theory

Consumer Expectations of Online Services in the Insurance Industry: An Exploratory Study of Drivers and Outcomes

Exploring factors affecting academics’ adoption of emerging mobile technologies-an extended UTAUT perspective

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