Habit and social influence as determinants of PowerPoint use in higher education: A study from a technology acceptance approach

Herting, David Chávez; Cladellas, Ramón; Castelló, Antoni

doi:10.1080/10494820.2020.1799021

Cited by 31 publications

(17 citation statements)

References 40 publications

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“…Subsequently, guided by the relationship within the UTAUT framework (Venkatesh et al 2003), we hypothesised that performance expectancy would have a positive relationship with intention to use digital technology. Our findings confirmed this hypothesis, thus aligning the result with those of Ghalandari (2012) and Chávez Herting et al (2020). Additionally, we theorised that an individual with high levels of IL and DL skills may expect to put in less effort while using digital technology for teaching and learning activities, and simultaneously expect to have a higher degree of ease associated with their use of technology.…”

Section: Discussionsupporting

confidence: 89%

“…We propose that an individual with high levels of IL and DL skills may expect to put in less effort while using digital technology for teaching and learning activities, and simultaneously expect to exhibit a better performance. The hypothesis concerning this construct would indicate the existence of performance benefits achieved by its use (Chávez Herting et al 2020). Consequently, this relationship may be represented by the following hypothesis: H3: Performance expectancy has a positive effect on intention to use digital technology…”

Section: Performance Expectancymentioning

confidence: 99%

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An assessment of the interplay between literacy and digital Technology in Higher Education

Nikou

Aavakare

2021

Educ Inf Technol

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Digital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

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Section: Discussionsupporting

confidence: 89%

Section: Performance Expectancymentioning

confidence: 99%

An assessment of the interplay between literacy and digital Technology in Higher Education

Nikou

Aavakare

2021

Educ Inf Technol

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“…Habit is a crucial factor affecting continued use of technology repeatedly as decision-making considerations, which is also related to the usefulness or functionality of applications (Chávez Herting et al 2020 ). People must remain in the context over a fairly long period of time in order to evolve e-wallet and make it become a tradition or practice.…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

Understanding the determinants of e-wallet continuance usage intention in Malaysia

et al. 2021

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“…Ajzen (1985) described behavioural intention as a factor that has limited predicting capabilities of any selfimposed behaviour which is similar to the use of GC for teaching and learning. With respect to social influence, since students were experienced in using GC, the social effect of referent others did not influence psychological intention formations (Arain et al, 2019;Chávez Herting et al, 2020;Meyliana et al, 2019). Maruping et al (2017) explained that both social influence and facilitating conditions are related to external factors and are better predictors of BE than behavioural intention.…”

Section: Discussionmentioning

confidence: 99%

Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT2

Bervell

Kumar

Arkorful

et al. 2021

AJET

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Online learning environments have become a contemporary component of global tertiary education due to their affordances. These environments are hinged on internet-based learning management systems and one such tool is Google Classroom. However, empirical studies have indicated that gaps exist in determining how Google Classroom influences students’ behavioural intention to use it for online learning. Accordingly, this study defines a model based on the unified theory of acceptance and technology 2 (UTAUT2) to examine the relationship between facilitating conditions and other variables towards intention formation for Google Classroom usage. Based on a mixed method using the explanatory sequential design, survey data from 163 students were initially analysed using partial least squares structural equation modelling followed by a qualitative approach based on open-ended questions for thematic analysis. Results from the partial least squares structural equation modelling approach validated the hypothesised model confirming the significant predictive relationship of facilitating conditions with effort expectancy, hedonic motivation, habit and social influence but had an insignificant relationship with behavioural intention. Furthermore, hedonic motivation and habit were the main predictors of behavioural intention by masking the role of facilitating conditions. Subsequently, the qualitative outcome indicated that habit and perceived control of using Google applications influence hedonic motivation. Finally, recommendations were made to universities towards policy formation and practice of virtual learning using Google Classroom. Implications for practice or policy: Higher education institutions should create an environment for students to be motivated and enjoy Google Classroom use. Universities should provide Internet, technical and pedagogical support for students’ Google Classroom use. Universities should explain to students the affordances of using Google Classroom. Universities should encourage students to acquire access gadgets (smartphones or tablets) for Google Classroom use.

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Habit and social influence as determinants of PowerPoint use in higher education: A study from a technology acceptance approach

Cited by 31 publications

References 40 publications

An assessment of the interplay between literacy and digital Technology in Higher Education

An assessment of the interplay between literacy and digital Technology in Higher Education

Understanding the determinants of e-wallet continuance usage intention in Malaysia

Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT2

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