Impact of technology self-efficacy on online learning effectiveness during the COVID-19 pandemic

Rahman, Muhammad Khalilur; Bhuiyan, Miraj Ahmed; Hossain, Mohammad Mainul; Sifa, Rolee

doi:10.1108/k-07-2022-1049

Cited by 7 publications

(4 citation statements)

References 92 publications

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“…However, understanding the mechanisms behind the enhancement of general self-efficacy requires more understanding. General self-efficacy depends not only on the performance of technology, but also on students' adaptability to AI and their active engagement in learning [88,133]. Additionally, particularly in academic settings, it is crucial to thoroughly assess the potential drawbacks of AI automation, including heightened reliance and diminished cultivation of fundamental academic competencies.…”

Section: The Significant Impact Of Artificial Intelligence Capabiliti...mentioning

confidence: 99%

“…H3 has been confirmed, indicating that the widespread use of AI capabilities has had a noticeable impact on students' motivation to learn in today's university setting. This influence is evident not only in providing personalized learning experiences, but also in various aspects such as interactivity, real-time feedback, and customization and improvement of resource management in teaching and learning environments [133][134][135][136]. These customized learning environments may better stimulate students' motivation to learn, as they perceive the alignment between learning content and their individual needs.…”

Section: The Significant Impact Of Artificial Intelligence Capabiliti...mentioning

confidence: 99%

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Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

Jia,

2024

Systems

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In the aftermath of the COVID-19 pandemic, college students have faced various challenges that could negatively impact their critical thinking abilities due to disruptions to education, increased stress and anxiety, less social interaction, and the advancement of distance learning relying more heavily on digital tools. With the increasing integration of AI technology across sectors, higher education institutions have deployed various AI capabilities for intelligent campuses and modernized teaching. However, how to fully utilize AI capabilities to promote students’ thinking awareness on learning effectiveness is still not clear, as critical thinking is an essential skill set holding significant implications for college students’ development. This research adopts the resource-based theory (RBT) to conceptualize the university as a unified entity of artificial intelligence (AI) resources. It aims to investigate whether AI capabilities can foster critical thinking awareness among students by enhancing general self-efficacy and learning motivation. In particular, it examines the causal relationships between AI capabilities, general self-efficacy, motivation and critical thinking awareness. Primary data was collected through a questionnaire administered to 637 college students. Structural equation modeling was employed to test hypotheses pertaining to causality. The results showed that AI capabilities could indirectly enhance students’ critical thinking awareness by strengthening general self-efficacy and learning motivation, but the effect on critical thinking awareness was not significant. Meanwhile, general self-efficacy significantly affected the formation of learning motivation and critical thinking awareness. This indicates that AI capabilities are able to reshape the cognitive learning process, but its direct influence on thinking awareness needs to be viewed with caution. This study explored the role of AI capabilities in education from the perspective of organizational capabilities. It not only proves how AI facilitates cognition, but also discovered the important mediating role of general self-efficacy and motivation in this process. This finding explains the inherent connections between the mechanism links. Furthermore, the study expands research on AI capabilities research from the technical level to the educational field. It provides a comprehensive and in-depth theoretical explanation theoretically, guiding the practice and application of AI in education. The study is of positive significance for understanding the need for the future development of the cultivation of critical thinking awareness talents needed for future development through AI capabilities in education.

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Section: The Significant Impact Of Artificial Intelligence Capabiliti...mentioning

confidence: 99%

Section: The Significant Impact Of Artificial Intelligence Capabiliti...mentioning

confidence: 99%

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

Jia,

2024

Systems

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“…In banking, FinTech services could increase self-efficacy by providing confidence to customers to complete their financial transactions as they can learn to use them effectively and overcome any challenges that may arise during the process, customise their preferences and troubleshoot issues independently (Bloomberg, 2023;Forbes, 2023;Reuters, 2023). The literature highlighted the importance of technology self-efficacy in determining user behaviour in various settings (Ding and Hong, 2023;Han and Geng, 2023;Rahman et al, 2023). However, very few empirical studies have examined the effect of self-efficacy on FinTech use, necessitating this investigation.…”

Section: Facilitating Conditionsmentioning

confidence: 99%

Mixed-methods approach to investigating the diffusion of FinTech services: enriching the applicability of TOE and UTAUT models

Bouteraa

2024

JIMA

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Purpose The rapid global use of Financial Technology (FinTech), an innovative and advanced technology, is leading to the replacement of traditional financial services. Despite this, consumers in the United Arab Emirates are still not accepting FinTech services as anticipated. This study aims to investigate the barriers preventing consumers from using FinTech services in the banking industry based on the technology-organisation-environment (TOE) framework and anchored by the unified theory of acceptance and use of technology (UTAUT). Design/methodology/approach The current study used an exploratory sequential mixed-method design. A purposive sample was used to conduct preliminary semi-structured interviews with ten banking practitioners. These interviews aimed to explore the obstacles that hinder consumers from adopting FinTech services. To provide further empirical validation, the conceptual model has been systematically examined through a quantitative cross-sectional online survey encompassing a sample of 332 bank customers. Findings The qualitative investigation highlighted six new barriers to the usage of FinTech based on TOE’s model attributes. Through quantitative data analysis, the preliminary qualitative findings were primarily verified. It was discovered that self-efficacy, electronic word-of-mouth, system quality and bank image substantially influence consumers to use FinTech services, in addition to performance expectancy and facilitating conditions. Meanwhile, IT features and governmental support were found to have insignificant effects. Yet, government support was found to have a positive moderating role in strengthening social influence and system quality towards customer use of FinTech. Thus, the research supports the UTAUT and TOE models’ fitness for explaining FinTech usage with high predictive relevance. Originality/value This study is the authors’ pioneering effort to propose a comprehensive research framework that integrates the UTAUT and TOE models to tackle the limited adoption of FinTech services among consumers. Moreover, the study specifically examined the moderating influence of government support to propose an integrated model. Remarkably, this study is one of the initial attempts to investigate the adoption of FinTech using a mixed-methodology approach by incorporating quantitative and qualitative methods within a single inquiry to yield more comprehensive and insightful findings than research that relies on a single method.

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“…The COVID-19 pandemic had a significant impact on innovation by universities. Due to the sudden shift to online learning, universities had to adopt new teaching methods and technologies to ensure the continuity of education [78][79][80]. In addition, in terms of funding and opportunities, many institutions faced budget cuts and reduced funding for research projects [81].…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Exploring the Role of Latin American Universities in the Implementation of Transformative Innovation Policy

Villa-Enciso,

García-Mosquera,

Valencia-Arias

et al. 2023

Sustainability

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Transformative Innovation Policy (TIP) is a new paradigm in science, technology, and innovation policy that seeks to produce a transition to sustainable development. In this paradigm, universities are crucial actors in the dynamics of science, technology, and innovation, but their role in the implementation of TIP should be defined. The objective of this article is to contribute to the understanding of the ideal role of Latin American universities in the implementation of TIP. Therefore—to describe and analyze the concepts of university and TIP in Latin America—this case study examines the co-creation of a public policy of science, technology, and innovation by Higher Education Institutions (HEIs) in that region. This article underscores the vital role of universities in promoting transformative innovation that fosters social inclusion and sustainability. To achieve this goal, structural policy changes should be implemented, and different stakeholders (including researchers, students, and civil society) should be actively engaged. This paper also highlights the importance of addressing socio-economic, cultural, political, cognitive, and environmental issues faced by marginalized communities. By embracing the principles of transitions theory and prioritizing transformative innovation, universities can make significant contributions towards achieving Sustainable Development Goals (SDGs).

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Impact of technology self-efficacy on online learning effectiveness during the COVID-19 pandemic

Cited by 7 publications

References 92 publications

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

Mixed-methods approach to investigating the diffusion of FinTech services: enriching the applicability of TOE and UTAUT models

Exploring the Role of Latin American Universities in the Implementation of Transformative Innovation Policy

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