Second Life (SL) in Education: The Intensions to Use at University of Bahrain

Abstract

Second Life (SL) is an online virtual world that iscapturing popularity in academic institutions as an alternative means for collaborative and distance education. University of Bahrain is an academic institution with an intension to apply this application to overcome some of the obstacles they are encountering in education. Before using SL in education in the academic institutions, it is essential to measure the students' initial experience and the factors associated with the intension to use it to enforce its success. Therefore, this study is to present the experience of using SL at University of Bahrain in terms of the students' initial experience and factors that affect their intention to use it. Toward achieving the objectives a survey was employed using Technology Acceptance Model (TAM) and extended factors are employed for this purpose. The model is tested through a survey administered to UOB's students. Results of the initial investigation suggest that that almost two third of the respondents agreed on SL being easy to use and useful tool in education thus accepting the use of it for educational purposes. Results of the research show that perceived ease of use affects user's intention to adopt SL through perceived usefulness. Computer self-efficacy, computer playfulness, and computer anxiety are also significant antecedents to perceived ease of use of virtual worlds. Implications for educators and designers are presented.

Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios

“…The correlation found between SE and PEOU is also consistent with previous studies (e.g. Al-Ammary et al, 2014;Al-Gahtani, 2016;Ali et al, 2013;Al-Mushasha, 2013;Hsia et al, 2014;Lee et al, 2014;Lee et al, 2013;Motaghian et al, 2013;Wu et al, 2013). Thus, these four factors (Experience, SN, Enjoyment and SE) should be considered as enhancing students' PEOU of eportfolios.…”

“…Previous studies show that CA negatively and significantly affected students' Perceived Ease of Use of e-learning systems (Al-Gahtani, 2016;Ali et al, 2013;Lefievre, 2012;Saadé & Kira, 2006). Because of this and in accordance with the GETAMEL (shown in figure 2), this study proposes the following research hypothesis:…”

“…Moodle (Hsu & Chang, 2013;Sánchez & Hueros, 2010), use of iPads for Learning (Wu, Kuo & Wu, 2013), use of Clickers in student learning (Wu & Gao, 2011), Multimedia e-learning (Lin, Chen & Yeh, 2010;Lau & Woods, 2008), use of virtual world Second Life for learning (Ali, Ahmed, Tariq & Safdar, 2013;Chow, Herold, Choo & Chan, 2012;Bhatiasevi, 2011;Shen & Eder, 2009) (Hidayanto et al, 2014) and Mobile phones for Learning (Chang, Yan & Tseng, 2012;Park, Nam & Cha, 2012;Fadare, Babatunde, Akomolafe & Lawal, 2011;Liu et al, 2010;Tajudeen et al, 2012;Hei & Hu, 2011). However TAM has not been properly extended and sufficiently used in the context of e-portfolio adoption.…”

“…In their meta-analysis Abdullah and Ward (2016) reported 41 recent studies (including Al-Gahtani, 2016; Ali et al, 2013;Lee et al, 2014) that have investigated the effect of SE on users PEOU of elearning, 33 of these studies showed that SE significantly and positively affected PEOU. In addition to this, found that Computer Self-Efficacy was also associated with Perceived Ease of Use (β = 0.446, p < 0.001) of e-portfolios.…”

“…There is a significant body of theoretical and empirical evidence suggesting that Computer Anxiety (CA) is associated with avoidance or lesser use of e-learning (Al-alak, & Alnawas, 2011;Al-Gahtani, 2016;Ali et al, 2013;Calisir et al, 2014;Chen & Tseng , 2012;Karaali et al, 2011;Lefievre, 2012;Park, Son et al, 2012;Saadé & Kira, 2006;van Raaij & Schepers, 2008). CA is defined as "the tendency of an individual to be uneasy, apprehensive, or fearful about the current or future use of computers in general" (Igbaria & Parasuraman, 1989, p.375).…”