Measuring Students Acceptance and Usability of a Cloud Virtual Desktop Solution for a Programming Course

Lera, Francisco Javier Rodríguez; González, David Fernández; Rico, Francisco Martín; Guerrero‐Higueras, Ángel Manuel; Conde-González, M. Á.

doi:10.3390/app11157157

Cited by 7 publications

(5 citation statements)

References 28 publications

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“…In accordance with earlier studies (Çivril & Özkul, 2021;Kamble et al, 2019;Mohammadi, 2015;Rodríguez Lera et al, 2021;Wu & Chen, 2017), perceived value has a beneficial impact on behavioral incentive to utilize. This goes against what was just said.…”

Section: Hypothesis Testingsupporting

confidence: 88%

“…According to Table 3, this research suggests that behavioral intention to use is positively impacted by perceived ease of use (H6). The result presented here contrasts with those of other investigations (Alharbi & Drew, 2014;Faqih & Jaradat, 2015;Rodríguez Lera et al, 2021) and is in alignment with the findings of earlier studies (Kamble et al, 2019;Mohammadi, 2015;Sagnier et al, 2020;Wu & Chen, 2017). This finding shows that taking into consideration perceived ease of use, students have a behavioral intention to utilize the Phet simulation based on problem-solving instruction.…”

Section: Hypothesis Testingsupporting

confidence: 64%

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Student Acceptance Study of PhET Simulation with an Expanded Technology Acceptance Model Approach

Faizah,

Dina,

Kartiko

et al. 2023

JAETS

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Phet simulation is a computer-based practicum simulation medium that helps to increase students’ engagement and understanding through concept visualization. Even though there have been numerous studies on the Technology Acceptance Model (TAM) related to Phet simulation, the TAM study of Phet simulation combined with certain learning methods is rarely observed. We propose an advanced version of TAM by including the external variables of system quality, user characteristics, and instructor. This study is a quantitative design with a descriptive, explanatory type. This model was tested using an online questionnaire disseminated to 49 students that finished taking basic natural sciences subjects using Phet simulation based on problem-based learning. The result showed that system quality has an effect on perceived usefulness, perceived ease of use has an effect on behavioral intention of use, behavioral intention of use has an effect on actual usage, and there is no relationship between instructor quality on perceived usefulness. Grit on perceived ease of use, learner anxiety, and perceived usefulness on the behavioral intention of use. These findings have implications regarding user acceptance of Phet simulation combined with certain learning methods, specifically problem-based learning.

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Section: Hypothesis Testingsupporting

confidence: 88%

Section: Hypothesis Testingsupporting

confidence: 64%

Student Acceptance Study of PhET Simulation with an Expanded Technology Acceptance Model Approach

Faizah,

Dina,

Kartiko

et al. 2023

JAETS

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“…Accessibility. With cloud-based platforms, students and teachers can access course materials and learning tools from anywhere with an Internet connection [145]. This makes it easy for students to continue their education, even if they are unable to physically attend classes.…”

Section: Cloud-based Platformsmentioning

confidence: 99%

The Influence of Emerging Technologies on Distance Education

et al. 2023

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Recently, during the COVID-19 pandemic, distance education became mainstream. Many students were not prepared for this situation—they lacked equipment or were not even connected to the Internet. Schools and government institutions had to react quickly to allow students to learn remotely. They had to provide students with equipment (e.g., computers, tablets, and goggles) but also provide them with access to the Internet and other necessary tools. On the other hand, teachers were trying to adopt new technologies in the teaching process to enable more interactivity, mitigate feelings of isolation and disconnection, and enhance student engagement. New technologies, including Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), Extended Reality (XR, so-called Metaverse), Big Data, Blockchain, and Free Space Optics (FSO) changed learning, teaching, and assessing. Despite that, some tools were implemented fast, and the COVID-19 pandemic was the trigger for this process; most of these technologies will be used further, even in classroom teaching in both schools and universities. This paper presents a concise review of the emerging technologies applied in distance education. The main emphasis was placed on their influence on the efficiency of the learning process and their psychological impact on users. It turned out that both students and teachers were satisfied with remote learning, while in the case of undergraduate children and high-school students, parents very often expressed their dissatisfaction. The limitation of the availability of remote learning is related to access to stable Internet and computer equipment, which turned out to be a rarity. In the current social context, the obtained results provided valuable insights into factors affecting the acceptance and emerging technologies applied in distance education. Finally, this paper suggests a research direction for the development of effective remote learning techniques.

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“…These estimates indicate that at least 16% of workers will perform their jobs from home at least two days a week as a result of the COVID-19 pandemic. A significant number of services enabling remote work fall within the domain of CIAs [14][15][16]. Ranging from office automation to remote desktops, these services are increasingly prevalent and require the development of precise ad hoc monitoring to ensure the necessary QoE [17].…”

Section: Introductionmentioning

confidence: 99%

Survey on Quality of Experience Evaluation for Cloud-Based Interactive Applications

Arellano-Uson,

Magaña,

Morato

et al. 2024

Applied Sciences

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A cloud-based interactive application (CIA) is an application running in the cloud with stringent interactivity requirements, such as remote desktop and cloud gaming. These services have experienced a surge in usage, primarily due to the adoption of new remote work practices during the pandemic and the emergence of entertainment schemes similar to cloud gaming platforms. Evaluating the quality of experience (QoE) in these applications requires specific metrics, including interactivity time, responsiveness, and the assessment of video- and audio-quality degradation. Despite existing studies that evaluate QoE and compare features of general cloud applications, systematic research into QoE for CIAs is lacking. Previous surveys often narrow their focus, overlooking a comprehensive assessment. They touch on QoE in broader contexts but fall short in detailed metric analysis. Some emphasise areas like mobile cloud computing, omitting CIA-specific nuances. This paper offers a comprehensive survey of QoE measurement techniques in CIAs, providing a taxonomy of input metrics, strategies, and evaluation architectures. State-of-the-art proposals are assessed, enabling a comparative analysis of their strengths and weaknesses and identifying future research directions.

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Measuring Students Acceptance and Usability of a Cloud Virtual Desktop Solution for a Programming Course

Cited by 7 publications

References 28 publications

Student Acceptance Study of PhET Simulation with an Expanded Technology Acceptance Model Approach

Student Acceptance Study of PhET Simulation with an Expanded Technology Acceptance Model Approach

The Influence of Emerging Technologies on Distance Education

Survey on Quality of Experience Evaluation for Cloud-Based Interactive Applications

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