Factors Affecting e-Learning Acceptance among Students: The Moderating Effect of Self-efficacy

Latip, Mohd Fuad Abdul; Tamrin, Masliana; Noh, Ismayaza; Rahim, Faizatul Akmal; Latip, Siti Nur Nadhirah Abdul

doi:10.18178/ijiet.2022.12.2.1594

Cited by 20 publications

(24 citation statements)

References 29 publications

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“…Indeed, it is also supported by the recent study as the self-efficacy does have self-influence toward gamification acceptance. The strongest student perceived their self-ability to use e-learning, the higher their acceptance toward technology in education (Latip et al, 2022). Finally, in answering objective (2), the results of the moderating analysis confirmed that gender had a significant impact on the link between performance expectancy and students' acceptance of gamification.…”

Section: Discussionmentioning

confidence: 62%

“…Indeed, the recent article revealed that self-efficacy act as a moderator in the relationship between performance expectations and e-learning acceptance. A high level of self-efficacy will increase the likelihood that students with performance expectations and social influence will adopt elearning in their daily life (Latip et al, 2020(Latip et al, , 2022. Therefore, it is deemed beneficial when gamification matches students' perceived performance.…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, recent article revealed that self-efficacy act as a moderator in the relationship between performance expectations and e learning acceptance. A high level of self-efficacy will increase the likelihood that students with performance expectation and social influence will adopt e-learning in their daily life (Latip et al, 2022). Furthermore, Chung et al (2019) stated that performance expectancy had the most significant influence on students' favorable acceptance of gamification and was the most significant factor as compared to other variables.…”

Section: Variables Of the Study Performance Expectancymentioning

confidence: 99%

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Students’ Acceptance of Gamification in Education: The Moderating Effect of Gender in Malaysia

Tamrin¹,

Latip²,

Latip³

et al. 2022

IJARBSS

Self Cite

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Learning through gamification has been one of the most popular techniques and methods used by today's educators because it creates a fun environment of learning that may boost student performance in their studies. This study aims to investigate gamification acceptance among students in Malaysian higher education institutions, and the moderating effect of gender. The COVID-19 outbreak has made online learning essential in all educational sector in the world; hence, the motivation for this study. The study involved a representative sample of 406 survey responses from students currently enrolled in a diploma programme at Malaysian universities. The data were analysed with Structural Equation Modelling (SEM). According to the results, only one factor substantially influenced students' acceptance of gamification: performance expectancy. Gender had a moderating effect on performance expectancy regarding the acceptance of gamification. The findings may be a guideline for future studies in response to changes in the existing learning approach.

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Section: Discussionmentioning

confidence: 62%

Section: Discussionmentioning

confidence: 99%

Section: Variables Of the Study Performance Expectancymentioning

confidence: 99%

See 1 more Smart Citation

Students’ Acceptance of Gamification in Education: The Moderating Effect of Gender in Malaysia

Tamrin¹,

Latip²,

Latip³

et al. 2022

IJARBSS

Self Cite

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“…Several ERT-related studies have emerged in the last two years to explore how students perceive this online approach to instruction and examine possible relationships with relevant variables [15]- [20]. One of the most important factors in evaluating online courses is whether students are satisfied with their experiences [14].…”

Section: A Student Satisfaction Perceived Learning and Academic Perfo...mentioning

confidence: 99%

Factors Affecting Student Satisfaction, Perceived Learning and Academic Performance in an Emergency Online Science Course

Fearnley¹,

Malay²,

Fabia³

2022

IJIET

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The COVID-19 pandemic has caused massive disruptions in the global academic calendar, including the Philippines. To address this, emergency remote teaching was implemented as a viable alternative to face-to-face instruction without contributing to the spread of the disease. This investigation sought to examine the factors that affect student satisfaction, perceived learning and academic performance in an emergency online science course namely, online learning self-efficacy, learner-content interaction, learner-instructor interaction and learner-learner interaction. Data from 104 college students were collected using an online survey and analyses were done by applying correlation and regression methods. In general, college students had favorable views about their online learning experience. Significant and positive associations were found between the dependent and independent variables with academic performance obtaining the weakest correlation. Online learning self-efficacy had a significant influence on perceived learning and academic performance but not student satisfaction. Learner-content and learner-instructor interactions were revealed to be strong predictors of student satisfaction and perceived learning. Learner-learner interaction did not have a meaningful impact on any of the three outcome variables.

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“…Self-efficacy also plays a moderating role in the relationship between learner-content interactions and perceived learning thus recommend that universities should design course content and assessment that is suitable to be implemented during online learning (Prabhu et al, 2022). By using Structural Equation Modelling (SEM), Abdul Latip et al (2022) discovered that performance expectancy and social influence are moderated by self-efficacy toward acceptance of e-learning among undergraduate and postgraduate levels in Malaysian higher education institutions during the COVID-19 pandemic. Thus, it is essential to establish a supportive virtual learning environment to increase students' self-efficacy since doing so can help them accept ODL.…”

Section: Self-efficacymentioning

confidence: 99%

Predictors of Student Satisfaction and Perceived Learning in Online Distance Learning: The Effects of Self-efficacy and Interaction

Rahman¹,

Omar²,

Fatzel³

et al. 2022

IJARBSS

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The increasing number of COVID-19 cases in Malaysia forced the Ministry of Higher Education to postpone reopening the university in October 2020. To ensure continuity of learning, universities had no choice but to continue with online distance learning (ODL). Though ODL is not a new experience, the absence of first-time face-to-face meetings is challenging. Due to the importance of student satisfaction and perceived learning as outcomes of online learning, the factors affecting these variables should be considered extensively. The purpose of this study is to examine the influence of online learning self-efficacy, learner-content interaction, learner-instructor interaction, and learner-learner interaction on student satisfaction and perceived learning. An online questionnaire survey method was used to collect data among diploma accounting students of University Teknologi Mara, Tapah. By deploying SPSS, 321 surveys were analyzed. The multiple regression results revealed that only self-efficacy, learner-content interaction, and learner-learner interaction were significantly predictive of student satisfaction and perceived learning. The results also found that learner-content interaction was the most contributed predictor of student satisfaction and perceived learning. However, learner-instructor interaction was not a significant predictor of both dependent variables. The findings of the study could be beneficial for educators in designing lesson content and planning for teaching methods and styles to improve the interaction with the students. This study also addressed how educators may practically prepare students for asynchronous online courses by teaching them to learn with a high level of self-efficacy and by encouraging student interaction.

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Factors Affecting e-Learning Acceptance among Students: The Moderating Effect of Self-efficacy

Cited by 20 publications

References 29 publications

Students’ Acceptance of Gamification in Education: The Moderating Effect of Gender in Malaysia

Students’ Acceptance of Gamification in Education: The Moderating Effect of Gender in Malaysia

Factors Affecting Student Satisfaction, Perceived Learning and Academic Performance in an Emergency Online Science Course

Predictors of Student Satisfaction and Perceived Learning in Online Distance Learning: The Effects of Self-efficacy and Interaction

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