Extending the social influence factor: behavioural intention to increase the usage of information and communication technology-enhanced student-centered teaching methods

Leow, Lei Ping; Phua, Lian Kee; Teh, Sin Yin

doi:10.1007/s11423-021-10017-4

Cited by 23 publications

(19 citation statements)

References 36 publications

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“…According to Hair et al (2016), the advantages of PLS-SEM were based on hypothetical analyses when the distribution and sample size are not normal and small, respectively. The evaluated measurement model also reflected and analyzed the reliability and validity of the construct, with the structural evaluation being used to identify the hypotheses (Alvi, 2021;Leow et al, 2021). Firstly, the reliability and validity of the MM (measurement model) were tested, with the ICR (Internal consistency reliability), and CV (convergent validity) being used for the item analysis.…”

Section: Measurement Scalementioning

confidence: 99%

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

Zhou

Wijaya

2022

Front. Psychol.

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Interactive Whiteboard (IWB) has recently been used to replace the TWB (traditional whiteboard), with many of its features being observed to help teachers in educational activities. This is based on effectively and efficiently increasing the teacher-student interaction. Therefore, this study aims to analyze the determinants of Behavioral Intention (BI) and the use of interactive whiteboards by K-12 teachers, in remote and rural Chinese areas. The Modified-Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model was used in this analysis, as a learning medium to deliver the subject matter to students. The sample and population were also the teachers in the Guangxi Zhuang Autonomous Region, China, where 171 voluntary respondents participated in this study. Furthermore, the obtained data were processed using a Structural Equation Model (SEM) approach, through the Smart-PLS software. The results showed that Habit and Hedonic Motivation had a significant influence on the Behavioral Intention (BI) of teachers, toward the utilization of IWB in remote and rural areas. Besides this, Facilitating Conditions (FCs) and BI also had a significant positive effect on Usage Behavior. Based on these results, important information was provided to school principals, local governments, and teachers for education quality improvement, regarding the patterns of increasing IWB utilization in remote and rural areas.

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Section: Measurement Scalementioning

confidence: 99%

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

Zhou

Wijaya

2022

Front. Psychol.

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“…The beneficial impact of social influence in the measurement model evaluation is expected, as this construct of UTAUT 2 is heavily correlated with the behavioural intention to use online learning apps. In addition, multiple studies support the conclusion that social influence can increase behavioural intention (Leow et al, 2021). The fourth hypothesis of this study (H 4 ) was developed to analyse the relationship between facilitating conditions and behavioural intention to use online learning apps.…”

Section: Discussionmentioning

confidence: 92%

Online Learning Apps Adoption in the Saudi Context: A Perspective on the Unified Theory of Acceptance and Use of Technology

Almufarreh¹

2022

HMS-SJKFU

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The aim of this study is to determine the behavioural intentions and actual usage of online learning apps through the lens of the unified theory of acceptance and use of technology, which is a synthesis of numerous theories and models and is most commonly used to examine technology adoption behaviours. The study has utilised an exploratory research design, and data were collected using a questionnaire survey. The items used for establishing the questionnaire to measure the study constructs are adopted from different valid studies conducted previously. The current study examines the role of various factors, including performance expectancy, effort expectancy, social influence, hedonic motivations, price value, and habits on the behavioural intentions of Saudi students using online learning apps. The data were collected from 245 Saudi university students and then analysed using structural equational modelling. The results highlight that an emphasis on all the theory elements, including performance expectancy, effort expectancy, social influence, hedonic motivations, price value, and habits, can positively lead to behavioural intention to use online learning apps, leading in turn to actual usage. Although these results can be put into the context of future studies, the study encourages practitioners, policymakers, and educational designers to focus on performance expectancy, effort expectancy, social influence, habit, price value, and hedonic motivation when designing and adopting online learning apps for Saudi university students. KEYWORDS educational technology, m-learning, higher education, technology acceptance, Saudi Arabia

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“…This software is widely used to test theories that are predicted from the results of a literature review [ 61 ]. Several studies consider the PLS-SEM technique more flexible and accurate for quantifying measurement models [ 62 , 63 ]. This software makes it easy for respondents to be processed without considering the number of samples and the data normality and heterogeneity [ 64 , 65 ].…”

Section: Methodsmentioning

confidence: 99%

“…Descriptive statistics is a crucial step in quantitative research used to describe and summarize all respondent information in detail. Meanwhile, SMART PLS is used for data processing and distribution by looking at construct measurements, discriminant validity, and structural relationships between constructs [ 63 ]. Data reliability is also used to determine whether the questionnaire items measure the same construct.…”

Section: Methodsmentioning

confidence: 99%

A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

Wijaya

Rahmadi

Chotimah

et al. 2022

IJERPH

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Psychology is one of the numerous factors that influences students’ mathematics achievement, but studies on the influence of psychology on student mathematics achievement are still limited. This study analyzes key factors affecting mathematics achievement through teacher-parent support, stress, and students’ well-being in learning mathematics. Data was collected via online questionnaires. Participants of the study are 531 students studying at five secondary schools in Bandung, Indonesia. The data were analyzed using the structural equations modeling approach using SMART-PLS 3.0 software. The results showed that interest in learning was the most significant factor affecting students’ mathematics achievement. Moreover, teachers have a more substantial effect than parents’ support, which does not significantly reduce the students’ stress levels. The academic and emotional support of teachers and parents reduces students’ stress levels while increasing their feelings and interest in learning mathematics. This study provides essential results for school teachers and parents to improve students’ mathematics achievement at the secondary school level.

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Extending the social influence factor: behavioural intention to increase the usage of information and communication technology-enhanced student-centered teaching methods

Cited by 23 publications

References 36 publications

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

Online Learning Apps Adoption in the Saudi Context: A Perspective on the Unified Theory of Acceptance and Use of Technology

A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

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