Factors Affecting Students' Acceptance of Tablet PCs: A Study in Italian High Schools

Cacciamani, Stefano; Villani, Daniela; Bonanomi, Andrea; Carissoli, Claudia; Olivari, Maria Giulia; Morganti, Laura; Riva, Giuseppe; Confalonieri, Emanuela

doi:10.1080/15391523.2017.1409672

Cited by 34 publications

(46 citation statements)

References 23 publications

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“…Perceived usefulness refers to an individual’s belief that the use of a particular technology or system can enhance their job‐related performance, while perceived ease of use is defined as the ease experienced by an individual when using the technology or system (Davis, 1985, 1989). In educational contexts, the TAM has been used widely to examine users’ acceptance of different types of technology and across different learning environments, such as flipped smart applications (Khlaisang et al ., 2019), online learning (Esteban‐Millat, Martínez‐López, Pujol‐Jover, Gázquez‐Abad, & Alegret, 2018; Rafiee & Abbasian‐Naghneh, 2019), computer‐based course evaluation (To & Tang, 2019), tablet PCs (Cacciamani et al ., 2018; Teo & Noyes, 2008), massive open online courses (Al‐Rahmi et al ., 2019), m‐learning (Chang, Yan, & Tseng, 2012; Iqbal & Bhatti, 2017; Liu, Li, & Carlsson, 2010; Park, Nam, & Cha, 2012) and MALL (Kim & Lee, 2016).…”

Section: The Tammentioning

confidence: 99%

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Hoi

Mu²

2020

Brit J Educational Tech

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Teachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top‐down educational policies are prevalent, the roles of teachers are usually overemphasized while learners–the end‐users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating their acceptance of mobile‐assisted language learning. This study was conducted in an attempt to fill this gap using the extended technology acceptance model (TAM). Survey data from 293 higher education learners of English in Vietnam were analyzed by the Rasch‐based path model. Results indicated that students showed stronger desire for teachers’ orientation toward appropriate use of mobile resources for language learning both inside and outside the classroom than teachers’ demonstration of mobile‐assisted language learning activities in the classroom. The findings offer useful implications for teachers, researchers, and language education policy makers in fostering the use of mobile devices for language learning. What is already known about this topic? Teachers’ role in promoting learners’ adoption of mobile‐assisted language learning is under‐researched. In contexts dominated by top‐down educational policies, the voice of learners is largely ignored. Learners’ expectation of teachers’ roles in promoting their adoption of mobile‐assisted language learning needs more empirical evidence. What this paper adds? This paper highlighted the important roles of teachers in orienting students toward appropriate mobile learning resources for out‐of‐class learning. Teachers were considered by learners as “guide on the side” rather than “sage on the stage” in enhancing their adoption of mobile‐assisted language learning. Implications for practice/policy Teacher training programs on mobile‐assisted language learning can be redesigned to enable teachers to better support mobile‐assisted language learning in and outside the classroom. Teachers should be better able to enrich their knowledge of various mobile learning resources to support their students.

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Section: The Tammentioning

confidence: 99%

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Hoi

Mu²

2020

Brit J Educational Tech

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“…This indicates that for an individual to possess digital literacy skills, computer literacy is of utmost importance. The researchers, reddy et al [48], Sakarji et al [54],Cacciamani et al [55], Joo [56] and Lai [57] state that an individual must have relevant computing skills to use a given technology and continue using the given technology. Literature also showed over the years that the most common literacy associated with digital literacy was computer literacy [32][7][20] [58].…”

Section: Levelsmentioning

confidence: 99%

Digital Literacy: A Catalyst for the 21^stCentury Education

Reddy

Chaudhary

Sharma

et al. 2020

2020 IEEE Asia-Pacific Conference on Computer Science and Data Engineering (CSDE)

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The seamless integration of new digital technologies into higher education teaching and learning has transformed education pedagogies and changed how students learn. The students are now required to have digital competencies to survive in the era of learning with technology; therefore, measuring the students' digital competencies is of utmost importance. This study evaluates the first-year university students' digital competencies at a higher education institute using a newly designed digital literacy measuring tool named digitlitfj. The digitlitfj is an online tool consisting of a 5 point Likert scale questionnaire ranging from 'No understanding' to 'Advanced level of understanding' that was piloted to the first-year university students. The results show that 86.15% of the students were average to very highly digitally literate. Also, Deep learning, Support Vector Machine, Random Forest and Decision Tree algorithms in RapidMiner were used to evaluate the most important and influential variables in predicting an individual's digital literacy competency. The results show that all the variables utilized in the research were important, with computer literacy being the most influential variable in predicting an individual's digital literacy.

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“…Still, Mulet et al (2019) emphasized the need to consider specific learning contexts and tasks when assessing the acceptance of tablets. Some previous questionnaire studies that examined the acceptance of tablets without targeting specific contexts or tasks found high levels of perceived ease of use, perceived usefulness, and intention to use a tablet (Cacciamani et al 2018;Dündar and Akçayir 2014;Ifenthaler and Schweinbenz 2016;Lin 2014;van Deursen et al 2016). However, other studies, which used interviews focusing on particular contexts and tasks, found that students expressed negative perceptions in some instances (Duran and Aytaç 2016;Montrieux et al 2014).…”

Section: Acceptance Of Tablets As a Learning Toolmentioning

confidence: 99%

Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?

et al. 2021

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This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the control students in terms of comprehension and also worked more efficiently on the assigned multiple document task, but only if given explicit guidance in selecting, organizing, and integrating information by utilizing the functions of the application. Still, after task completion, the more effective and efficient students guided in using the functions of the multiple document reading application displayed much less acceptance of tablets as a multiple document learning tool than did the control students. We discuss possible explanations for this intriguing performance-acceptance paradox and suggest some avenues for future research in this area.

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Factors Affecting Students' Acceptance of Tablet PCs: A Study in Italian High Schools

Cited by 34 publications

References 23 publications

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Digital Literacy: A Catalyst for the 21^stCentury Education

Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?

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Factors Affecting Students' Acceptance of Tablet PCs: A Study in Italian High Schools

Cited by 34 publications

References 23 publications

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Digital Literacy: A Catalyst for the 21stCentury Education

Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?

Contact Info

Product

Resources

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Digital Literacy: A Catalyst for the 21^stCentury Education