Conceptual Framework of Value in Use and E-learning Success

Bakon, Kinn Abass; Elias, Nur Fazidah; Jenal, Ruzzakiah

doi:10.1109/iceei52609.2021.9611152

Cited by 2 publications

(3 citation statements)

References 55 publications

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“…The capacity of a product or service to arouse interest, provide a feeling of novelty, and/or fulfil information-seeking inclinations is referred to as epistemic value (Wong et al, 2019). In sectors such as m-commerce ) and e-learning, studies have revealed a favourable relationship between epistemic value and decision behaviour (Bakon et al, 2021). This research assesses epistemic value in terms of pedagogy, which represents the mobile MOOC's character.…”

Section: Hypotheses Developmentmentioning

confidence: 98%

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What drives mobile MOOC's continuous intention? A theory of perceived value perspective

Dastane

Haba

2023

IJILT

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PurposeThe purpose of the study is to identify drivers of mobile massive open online course (MOOC) continuous intention (CI) through the lenses of customer perceived value (CPV) theory. Consumer choice is successfully explained by CPV, but lesser attention is given to linking the theory to the mobile MOOC context whereby the majority of theories have adopted approaches like technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), etc.Design/methodology/approachA mix-method approach was employed. Study A (qualitative), explores context-specific perceived value (PV) dimensions using nethnographic analysis of 627 learner reviews on Corsera app. Study B (quantitative), collects primary data by administering a questionnaire based on dimensions, and 231 responses were then analysed using structural equation modelling.FindingsThe results revealed that three context-specific PVs (i.e. pedagogy, interface and content) have a positive and significant impact on CI. Pedagogy value is a chief driving force of mobile MOOC CI followed by content value. Ubiquity value demonstrated insignificant impact.Practical implicationsThe findings provide insights for MOOC apps and their developers for formulating better value propositions for ensuring sustainable business which may result in gaining a higher share in the growing mobile learning market.Originality/valueThis study bridges an important gap in mobile MOOC literature by providing a novel approach to investigating what drives mobile MOOC CI through the lenses of CPV theory. It is the first study investigating mobile MOOC CI through the specific CPV dimensions identified by employing a mixed-method approach. The study formulates a conceptual framework that may serve as a foundation for future research on mobile MOOCs for which literature is relatively scant.

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Section: Hypotheses Developmentmentioning

confidence: 98%

“…The application of perceived value (PV) in analysing CB in the domains of online learning has been widely recognised in extant literature (Bakon et al ., 2021; Magsayo, 2021). This means applying customer perceived value (CPV) theory to mobile MOOCs will provide valuable insights on associated CB.…”

Section: Introductionmentioning

confidence: 99%

What drives mobile MOOC's continuous intention? A theory of perceived value perspective

Dastane

Haba

2023

IJILT

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“…Extending their framework, this study would investigate artificial intelligence chatbots from these three components. A series of studies have followed this framework proposed by Aparicio et al to extend it to specific educational technologies and contexts, such as mobile-assisted learning and higher education (Bakon et al , 2021). While the original model and subsequent studies were devoted to including examples and perspectives involved in each component, we developed this theoretical model by involving influencing factors to consider when integrating educational technologies into teaching practice.…”

Section: Literature Reviewmentioning

confidence: 99%

A bibliometric analysis of artificial intelligence chatbots in educational contexts

Yu-peng

2023

ITSE

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Purpose The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots. Design/methodology/approach This study combines bibliometric analysis and citation network analysis: a bibliometric analysis through visualization of keyword, authors, organizations and countries and a citation network analysis based on literature clustering. Findings Educational applications of chatbots are still rising in post-COVID-19 learning environments. Popular research issues on this topic include technological advancements, students’ perception of chatbots and effectiveness of chatbots in different educational contexts. Originating from similar technological and theoretical foundations, chatbots are primarily applied to language education, educational services (such as information counseling and automated grading), health-care education and medical training. Diversifying application contexts demonstrate specific purposes for using chatbots in education but are confronted with some common challenges. Multi-faceted factors can influence the effectiveness and acceptance of chatbots in education. This study provides an extended framework to facilitate extending artificial intelligence chatbot applications in education. Research limitations/implications The authors have to acknowledge that this study is subjected to some limitations. First, the literature search was based on the core collection on Web of Science, which did not include some existing studies. Second, this bibliometric analysis only included studies published in English. Third, due to the limitation in technological expertise, the authors could not comprehensively interpret the implications of some studies reporting technological advancements. However, this study intended to establish its research significance by summarizing and evaluating the effectiveness of artificial intelligence chatbots from an educational perspective. Originality/value This study identifies the publication trends of artificial intelligence chatbots in educational contexts. It bridges the research gap caused by previous neglection of treating educational contexts as an interconnected whole which can demonstrate its characteristics. It identifies the major application contexts of artificial intelligence chatbots in education and encouraged further extending of applications. It also proposes an extended framework to consider that covers three critical components of technological integration in education when future researchers and instructors apply artificial intelligence chatbots to new educational contexts.

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Conceptual Framework of Value in Use and E-learning Success

Cited by 2 publications

References 55 publications

What drives mobile MOOC's continuous intention? A theory of perceived value perspective

What drives mobile MOOC's continuous intention? A theory of perceived value perspective

A bibliometric analysis of artificial intelligence chatbots in educational contexts

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