The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom

Arpacı, İbrahim; Başol, Gülşah

doi:10.1007/s10639-020-10104-8

Cited by 35 publications

(12 citation statements)

References 47 publications

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“…Their study showed that perceived usefulness, self-efficacy, compatibility, and perceived support for social ties were significant antecedents to predict student continuance intention to use the flipped classroom. Similarly, Arpaci and Basol (2020) found that perceived usefulness and perceived ease of use had a positive impact on preservice teachers' continuance intention to take flipped learning courses.…”

Section: Satisfaction and Continuance Intentionmentioning

confidence: 92%

Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

Kim

Joo

2021

AJET

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For effective flipped learning, beyond simply switching the sequence of lectures and homework, it is important to understand and implement the fundamental design principles of flipped learning. A new notion is proposed called flipped learning design fidelity, defined as the degree to which a class is faithfully designed to be close to an ideal flipped learning class operationalised with four proxy indicators of the F-L-I-P™ model (flexible environment, learning culture, intentional content, and professional educator). This study empirically examines the effect of both learner-related factor (self-regulated learning) and design-related factor (design fidelity) on learning outcomes (satisfaction, continuance intention) in a university flipped course. We hypothesised that flipped learning design fidelity and self-regulated learning affect student satisfaction and intention to continue participating in a flipped learning course. The participants were 134 Korean students of a university course taught in a flipped learning mode. The results revealed that the level of flipped learning design fidelity had a significant effect on satisfaction, but did not affect continuance intention. In addition, the level of self-regulated learning had a significant effect on satisfaction and continuance intention. Drawn from the key findings, we suggest implications for the design of flipped learning courses in a university context.

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Section: Satisfaction and Continuance Intentionmentioning

confidence: 92%

Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

Kim

Joo

2021

AJET

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“…Perceived usefulness is articulated as an individual’s firm belief in the utility offered by a particular technology 16 . This belief acts as a cornerstone for technology adoption and usage across diverse settings, as confirmed by extensive literature 82 – 85 . Apart from acting as a precursor for technology uptake, perceived usefulness is instrumental in molding user attitudes 20 and fortifying the intention to continue using the technology 86 , 87 .…”

Section: Research Modelmentioning

confidence: 77%

“…For educational VR platforms, the emphasis should tilt towards cognitive affordances. A platform equipped with an intuitive interface, for instance, could drastically augment the perceived usefulness, rendering the learning experience more seamless for students 85 . On the flip side, VR platforms designed for entertainment or gaming should pivot towards enhancing physical affordances.…”

Section: Discussionmentioning

confidence: 99%

Affordance, usefulness, enjoyment, and aesthetics in sustaining virtual reality engagement

Jo,

Park

2023

Sci Rep

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As virtual reality (VR) continues to develop, it's attracting an increasing number of consumers who are seeking more diverse functions and experiences. This study presents a theoretical model designed to identify predictors of VR users' continuance intentions. Data was collected from VR users who had firsthand experiences with the technology, and partial least squares structural equation modeling was employed to analyze this data. The results showed a significant correlation between functional affordance and perceived usefulness. Cognitive affordance was found to have a significant association with perceived usefulness, but it also influenced perceived enjoyment. Moreover, physical affordance significantly related to both perceived usefulness and enjoyment. Perceived usefulness was found to directly affect both attitude and continuance intention, while empirical results validated the impact of perceived enjoyment on attitude. The element of shape showed a significant correlation with attitude. Finally, attitude was found to have a significant association with continuance intention. The findings from this study will provide valuable insights for VR companies, developers, and consumers.

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“…Diep et al 41 posited that social cognitive theory is a useful theoretical lens for instructional design, cognitive, and motivational processes. Arpaci and Basol 42 From the above literature, it is found that SCT is based on social learning theory, and it explains how student learning occurs in a social context. Here, the learning environment affects the learners' behavior; in this case, the student learns in a classroom through various interactions.…”

Section: Social Cognitive Theorymentioning

confidence: 99%

Role of Internet Self-Efficacy and Interactions on Blended Learning Effectiveness

Panigrahi

Srivastava

Panigrahi

et al. 2021

Journal of Computer Information Systems

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Blended learning is widely adopted by organizations where a blend of online component complements the traditional face-to-face learning. Despite its popularity, research on developing a model for blended learning effectiveness is limited. This paper develops and validates a research model for blended learning effectiveness by investigating the role of engagement on perceived learning effectiveness.Further, the role of internet self-efficacy (personal factor) and interactions (environmental factors) on various dimensions of engagements are examined through the lens of social cognitive theory. A total of 246 postgraduate Indian students participated in a Management Information Systems course. Structural equation modelling is used to validate the research model empirically. It is found that the internet selfefficacy and the interaction factors are positively related to the engagement dimensions, which further positively affects the perceived learning effectiveness. Moreover, perceived learning effectiveness is positively related to student scores. Theoretical and practical implications are discussed.

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The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom

Cited by 35 publications

References 47 publications

Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

Affordance, usefulness, enjoyment, and aesthetics in sustaining virtual reality engagement

Role of Internet Self-Efficacy and Interactions on Blended Learning Effectiveness

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