Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry

Abstract

With the rapid development of information technology, e-books have become convenient for students to improve their learning performance, especially when learning complicated concepts. However, research showed that acceptance of e-books by teachers is fragmented, due to several factors including the e-book design. Therefore, this study combined the potential positive impacts of openness and interaction on learning to design an open and interactive e-book for teaching K-12 students AI. It then applied a mixed method to investigate the factors that affect teachers’ acceptance of this open and interactive e-book based on the technology acceptance model (TAM) and interviews. The obtained results showed that teachers’ intention to continue using this e-book is significantly influenced by their perceived usefulness and attitude towards this e-book. Additionally, both the interactive and openness features were very helpful for teachers in using this e-book in their teaching plans. However, some of them raised several concerns like the interactive coding platform should be personalized based on students’ age. The findings of this study could help different stakeholders (e.g., instructional designers, teachers, policymakers) in facilitating the design and adoption of open and interactive e-books.

Robots or humans for disaster response? Impact on consumer prosociality and possible explanations

“…Over the last two decades, robots have been widely deployed in disaster response to ensure consumer safety. Adding to the mixed findings on human‐technology interactions in marketing (e.g., Fan et al, 2022; Hoffman & Novak, 1998, 2017; Kim & Duhachek, 2020; Longoni et al, 2019; Zhang et al, 2022), this research finds that virtuous behaviors by robots (vs. humans) in the disaster response domain harm consumer prosociality, and that perceived lack of courage drives this effect.…”

Untitled

“…Furthermore, self-efficacy shows a significant negative influence on perceived ease of use as maintained by (Ching-Ter et al, 2017). This means that teachers trust that e-learning platforms inspire users to use them for online teaching, thereby helping them in their teaching (Zhang et al, 2021;Jin, Xu, Deifell, & Angus, 2021). However, technological complexity shows an insignificant relationship with perceived ease of use.…”

Macroeconomics E-book development: The role of literacies in blended learning

“…Using the appropriate media selection, e-books become an effective source of information media in digital learning to deal with learning challenges (Lestari & Adi, 2016). The primary rationale is that it can provide interactive learning while the use of e-books for literacy that is still very rare (Asrowi et al, 2019;López-Escribano et al, 2021;Gohar, 2017), and increasing literacy has an impact on the formation of the cognitive structure and intelligence of learners (Afnita et al, 2021;Zhang et al, 2021;Yang et al, 2021). A prior study on the use of e-books as a learning medium has been provided in increasing the literacy of students in higher education institutions (Suparno, 2018).…”