Examining the influence of the performance of mobile devices on teaching quality based on the technological acceptance mode

Abstract

PurposeThis study aims to examine the effects of iPad distribution on all teachers in a university and its application in teaching and student learning at home via wireless network during the coronavirus (COVID-19) pandemic. The attitude towards the use of iPads, behavioural intentions and the impact on the quality of teaching were evaluated.Design/methodology/approachThis study used the technology acceptance model to explore the use of iPad smart mobile devices in multimedia teaching applications by university teachers. Furthermore, it used the structural equation modelling (SEM) for data analysis to explore the causal relationship between model variables, and it aimed to examine the causal relationship between variables to verify the theory. The SEM analysis included the following two stages: measurement model analysis and structural model analysis.FindingsThe “Internet information environment” had a significant positive impact on “perceived usefulness” and “perceived ease of use”. Amongst them, perceived usefulness had a significant positive effect on the use attitude, and use attitude had a significant positive effect on behaviour intention.Originality/valueThe findings confirmed that a good information network environment will directly and positively affect the perceived usefulness and the ease of use of iPad smart devices, of which the perceived usefulness will further positively affect teachers' perception of iPad smart devices. The attitude and behaviour of using such devices will in turn positively affect the quality of teaching. The results of the quality performance evaluation can be referenced further by manufacturers and scholars regarding the use of iPad smart devices for work at home during the COVID-19 pandemic.

Guest editorial: COVID-19 pandemic and health informatics part 3

“…Ubiquitous mobile Internet access has changed the reading and learning habits of the younger generation (Yu et al , 2022; Banshal et al , 2022; Chan et al , 2022; Ding et al , 2021; Pianzola et al , 2022; Ezeamuzie et al , 2022; Wang et al , 2016, 2022a) and facilitated anytime, anywhere learning activities (Chen and Chen, 2022; Yip et al , 2021; Zhang et al , 2021; Fan et al , 2020; Lau et al , 2020; Law et al , 2019), especially under the constraints of COVID-19 restrictions (Li et al , 2021; Sung and Chiu, 2022). While online learning has developed further to MOOCs (Cheng et al , 2022; Cheng, 2022; Wang et al , 2022b) for quite some time, online and virtual learning was not the major way until the pandemic.…”

Guest editorial: Contemporary learning behaviors on mobile devices and social media

“…Readers may also be interested in research on the influence of the performance of mobile devices on teaching quality (Chen and Chen, 2022), mobile vocational information needs (Ezeamuzie et al , 2022), technical vocational training (Abd Majid et al , 2022), visual aspects for mobile search (Wu and Zhang, 2022; Zeng et al , 2022) and data usage-based privacy and security issues in mobile app recommendation (Beg et al , 2022) and cloud data service (Hui et al , 2023).…”

Impact of COVID-19 on reading behaviors and preferences: investigating high school students and parents with the 5E instructional model

“…, 2023). Youths' information behaviors and attitudes have also dramatically changed, with more dependence on electronic resources, especially because mobile Internet facilitates anytime, anywhere access (Zhang and Hu, 2022; Chen and Chen, 2022; Conrad et al ., 2022; Jiang et al ., 2022; Lau et al ., 2020). Thus, the information literacy of students and parents faces greater challenges.…”

“…With the popularization of digital resources and the COVID-19 pandemic lockdown, high school students' reading and learning environment has undergone tremendous changes (Sung and Chiu, 2022;Yu et al, 2022b;Chan et al, 2022;Meng et al, 2023). Youths' information behaviors and attitudes have also dramatically changed, with more dependence on electronic resources, especially because mobile Internet facilitates anytime, anywhere access (Zhang and Hu, 2022;Chen and Chen, 2022;Conrad et al, 2022;Jiang et al, 2022;Lau et al, 2020). Thus, the information literacy of students and parents faces greater challenges.…”