The effects of learning–family conflict, perceived control over time and task-fit technology factors on urban–rural high school students’ acceptance of video-based instruction in flipped learning approach

Kissi, Philip Siaw; Nat, Müesser; Armah, Robert Benjamin

doi:10.1007/s11423-018-9623-9

Cited by 51 publications

(48 citation statements)

References 61 publications

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“…Scale items and confirmatory factor analysis. The measurement model fit indices as seen in Table 3, which include: Chi-square/degree of freedom (χ2/df) = 3.690, comparative fit index (CFI) = 0.970, goodness of fit index (GFI) = 0.963, adjusted goodness of fit index (AGFI) = 0.930, root mean square error of approximation (RMSEA) = 0.070, standardized root mean residual (SRMR) = 0.04, were all in accordance with previous studies [111,114].…”

Section: Convergent Validitysupporting

confidence: 89%

Assessing the Relevance of Green Banking Practice on Bank Loyalty: The Mediating Effect of Green Image and Bank Trust

et al. 2019

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Studies that examine green banking practice from the relationship marketing perspective are limited. Bearing in mind the importance of loyalty to managers in the banking industry, and the increase in the call for greater sustainability performance from banking firms by customers, our study explore customers’ perception on green banking practice and its effect on bank loyalty. It also investigates the mediating effect of green image and bank trust in the relationship between green banking practice and bank loyalty. Through a quantitative survey, data for this study was adopted from 551 customers of the retail banking sector in North Cyprus. The structural equation modeling technique was used to test the relationship between the study variables. Results from the structural equation modeling analysis conducted indicated a direct and significant influence of green banking practice on green image, bank trust, and bank loyalty. Green image significantly affects bank trust and bank loyalty. No significant relationship exist between bank trust and bank loyalty. Green image mediates the relationship between green banking practice and bank loyalty, while bank trust does not mediate the relationship between green banking practice and bank loyalty.

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Section: Convergent Validitysupporting

confidence: 89%

Assessing the Relevance of Green Banking Practice on Bank Loyalty: The Mediating Effect of Green Image and Bank Trust

et al. 2019

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“…However, results from certain studies in (Johnson & Christensen, 2011;Ulrich et al, 2019;Zhang et al, 2006) paint a different picture where the use of video contents are not found to be effective for the students. Similarly, (Kissi et al, 2018) have shown that many times the students tend to skip video lessons that have a negative effect on their learning outcome and in-class performance. Therefore, we find that all the above-mentioned works focus either on the design principles or the benefits/drawbacks of using videos for the purpose of online learning, with not much information regarding the students' perception and adoption of video technology/contents that can ensure the sustainability and success of using these tools.…”

Section: Online Learning Focusing On the Use Of Video Technology/contmentioning

confidence: 97%

University Students’ Perception of Video-Based Learning in Times of COVID-19: A TAM/TTF Perspective

Pal

Patra²

2020

International Journal of Human–Computer Interaction

127

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“…Similarly, this study revealed findings on the understanding and adoption of gamification utility. The combination of the TTF with the TAM model is obligatory because they are the most frequently used models to study technology's acceptance, utilization, willingness and motivations to use [40], [49], [22].…”

Section: A Social Motivation In Moodle Gamified Training Platformmentioning

confidence: 99%

“…There is limited or no literature on the influence of the task technology fit, social influence and social recognition on instructors' perceptions of the use of Moodle for instructor training [44], [45] [17]. Although some studies examined the TTF in several perspectives, few studies were conducted on gamification [40], [22], [10]. Similarly, it is unclear if gamification is a good fit for instructor training and how it affects continuance intentions to use.…”

Section: Introductionmentioning

confidence: 99%

Continuance Intentions to Use Gamification for Training in Higher Education: Integrating the Technology Acceptance Model (TAM), Social Motivation, and Task Technology Fit (TTF)

2020

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Despite the public enthusiasm for gamification training for employees, gamification is not yet been fully incorporated for instructor training in universities. Previous studies have examine factors that improves employee participation, motivation and engagement that leads to the employee intentions to use gamification for training. Therefore, in this study, task technology fit (TTF), social motivations (SM) and knowledge gain from using gamifiction were investigated. The TAM is enhanced with other factors; such as the task technology fit (TTF) and social motivation. The TTF is used to examine gamification utility, while social motivation is used to examine social influence (SI) and social recognition (SR). Data were collected in two phases, in the first phase 375 data were used for the TAM, secondly, 31 data were used for the pre and posttest. A structural equation model were presented to test the TAM while the t-test were used to study the knowledge gain from using the gamification system. However, the foundation for understanding instructors' behavior in this study's context are: (1) perceived usefulness and attitudes are crucial to the continuance intentions to use gamified Moodle for training; (2) perceived usefulness mediates the relationships among social recognition, TTF, perceived ease of use, and social influence on continuance intentions; (3) when predicting continuance intentions, TTF, social recognition, social influence, and perceived ease of use are vital; (4) TTF positively affects perceived ease of use; and, unexpectedly, (5) the TTF and social influence have no significant effects on perceived usefulness. Detailed results and educational implications are discussed.

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The effects of learning–family conflict, perceived control over time and task-fit technology factors on urban–rural high school students’ acceptance of video-based instruction in flipped learning approach

Cited by 51 publications

References 61 publications

Assessing the Relevance of Green Banking Practice on Bank Loyalty: The Mediating Effect of Green Image and Bank Trust

Assessing the Relevance of Green Banking Practice on Bank Loyalty: The Mediating Effect of Green Image and Bank Trust

University Students’ Perception of Video-Based Learning in Times of COVID-19: A TAM/TTF Perspective

Continuance Intentions to Use Gamification for Training in Higher Education: Integrating the Technology Acceptance Model (TAM), Social Motivation, and Task Technology Fit (TTF)

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