Exploring students’ intention to use LINE for academic purposes based on technology acceptance model

Abstract

<p>The LINE application is often conceived as purely social space; however, the authors of this paper wanted to determine if it could be used for academic purposes. In this study, we examined how undergraduate students accepted LINE in terms of using it for classroom-related activities (e.g., submit homework, follow up course information queries, download materials) and explored the factors that might affect their intention to use it. Data were collected from 144 undergraduate students enrolled in an English course that utilized some activities based on LINE app using a questionnaire developed from TAM. Data were analyzed to see if relationships existed among factors when LINE was used to organize classroom experiences. The findings revealed that perceived usefulness and attitude toward usage had positive relationships with intention to use while perceived ease of use was positively related to perceived usefulness. In contrast with TAM assertions, this study did not find any relationship between perceived ease of use and attitude toward usage. Also, the number of social networking sites that students are using had no relationship with intention to use. The study also suggested some kinds of LINE-based learning activities preferred by students, which would be proposed for future courses. This study revealed several useful implications that TAM can be employed as a useful theoretical framework to predict and understand users’ intention to use new technologies in education.</p>

Factors that influence the development and performance of academic oral presentations using a blended learning environment

“…Google Slides, a cloud‐based service, was adopted as the presentation tool as it is designed specifically for synchronous and asynchronous collaboration in businesses and education. Line is an online chat application that is popular in Asia (Van De Bogart & Wichadee, ).…”

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

“…LINE enables users to exchange texts, images, videos, and audio material, as well as participate in free VoIP conversations and video conferences (see Figure 1). Van de Bogart and Wichadee (2015) suggest that smartphones with a LINE chat app may support teaching and learning in a database course. Shih et al (2015) also found that college students demonstrated a positive attitude toward learning English vocabulary, particularly spelling, using the LINE app.…”

“…Stapa and Shaari (2012) suggest that some of the emoticons can be used to strengthen the text message, while others represent particular tones of voice such as happiness, sadness, fear, anger, disgust, and surprise. Students can also utilize the small emoticons and stickers in the LINE app as a substitute to express their feelings and respond to their friends in an everyday life situation (Van de Bogart & Wichadee, 2015). Leuf and Cunningham (2001), who invented the wiki concept, originally described it as "a freely expandable collection of interlinked webpages, a hypertext system for storing and modifying information -a database, where each page is easily edited by any use with a forms-capable Web browser client" (p.14).…”

“…Ninety-one percent of Taiwanese between 12 and 65 years of age used LINE in the first half-year of 2016 (Yeh, 2017). Due to the personal and portable nature incorporated into learning, the Mobile Instant Messaging (MIM) app may have the potential to be employed as a compelling learning tool in higher education (Hsieh & Wu, 2013;Rambe & Bere, 2013;Van de Bogart & Wichadee, 2015;Wang et al, 2016).…”

“…Nonetheless, the pedagogical potential of MIM remains one of the least explored functionalities of smartphones in higher education institutions (Rambe & Bere, 2013;Van de Bogart & Wichadee, 2015). While a considerable volume of research has been undertaken on the utilization of wikis in teaching and learning practices (Yueh et al, 2015;Altanopoulou & Tselios, 2017), few investigations have been made of the use of both Wikis and LINE as collaborative tools to supplement a "flipped classroom."…”