Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses

Barrett, Alex; Pack, Austin; Quaid, Ethan Douglas

doi:10.1016/j.compedu.2021.104214

Cited by 78 publications

(33 citation statements)

References 65 publications

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“…The assessment of the study's measurement model indicated that the model was valid and reliable. This assessment result accorded similar testing scales in previous studies [45], [46]. By calculating standardized direct and indirect effects, the study findings showed statistical support for interrelationships among the constructs, represented by significant path coefficients and total effects in the model.…”

Section: Discussionsupporting

confidence: 88%

“…Partial least squares structural equation modeling (PLS-SEM) has been utilized in earlier studies that explored the relationship between different variables of the technology acceptance model (TAM) in ordinary or emergency online learning contexts [45], [46]. This analysis technique combined ordinary least square regression with principal component analysis to estimate partial model structure.…”

Section: Data Analysis and Model Specificationmentioning

confidence: 99%

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Exploring Relationships Between Learners’ Internet Self-efficacy, Online Self-Regulation, and Interaction during Online Learning amid COVID-19 in Vietnam

Pham¹,

Lai²,

Nguyen³

2021

Advances in Social Science, Education and Humanities Research

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Internet self-efficacy and self-regulation/autonomy have proven to play essential roles in online learning, especially during the compulsory closure of educational institutions due to Covid-19 all over the world. This study was conducted in an attempt to explore the inter-relationships among three constructs: Internet self-efficacy, online self-regulation, and interaction during the emergency online learning amid Covid-19 in Vietnam. A partial least squares structural equation modeling (PLS-SEM) was used to mine the data collected from over two thousand undergraduate students at a Vietnamese university. Research results indicated that Internet self-efficacy was a significant predictor of learner autonomy directly and indirectly through learner-content, learner-instructor, and learner-learner interactions. The study findings also revealed significant differences between learners of language and non-language majors, between those with a prior online learning experience and those without in the relationships among the constructs mentioned above. However, gender did not have any impact on the relationships. The study findings provide new insights and useful implications for teachers and students in promoting learners' Internet self-efficacy, self-regulation, and online interaction in the context of oriental cultures where students tend to rely on their teachers in both traditional and online learning.

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Section: Discussionsupporting

confidence: 88%

Section: Data Analysis and Model Specificationmentioning

confidence: 99%

Exploring Relationships Between Learners’ Internet Self-efficacy, Online Self-Regulation, and Interaction during Online Learning amid COVID-19 in Vietnam

Pham¹,

Lai²,

Nguyen³

2021

Advances in Social Science, Education and Humanities Research

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“…In this study, for the exact correlation coefficient test, we obtained the inferred HTMT results at the 95% confidence level by performing a complete bootstrapping procedure for all samples. The HTMT values for all latent variables in the model were less than 1, which was acceptable (Barrett et al, 2021). In addition, we measured the factor loadings and cross loadings of the model and found that all reflective indicators were > .6, indicating that the validity of the model was good.…”

Section: Discriminant Validity Testmentioning

confidence: 75%

“…The diagonal of the matrix is the square root value of the AVE of the latent variables, and the values below the diagonal are the correlation coefficients among the latent variables respectively (Manfrin et al, 2019). As shown in Table 4, the correlation coefficients of all latent variables were smaller than the AVEs; thus, the discriminant validity was appropriate (Barrett et al, 2021;Saeed & Al-Emran, 2018). In this study, for the exact correlation coefficient test, we obtained the inferred HTMT results at the 95% confidence level by performing a complete bootstrapping procedure for all samples.…”

Section: Discriminant Validity Testmentioning

confidence: 99%

A model of factors influencing in-service teachers’ social network prestige in online peer assessment

Ma¹,

Du²,

2022

AJET

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The rise of teacher training in online interactive learning environments has contributed to teachers’ professional development and brought new vitality to the informatisation of education. Many researchers have reported that there is a participation gap in online interactive learning environments. Research on the factors influencing this is very important. Social network prestige, which measures the degree to which learners gain peer attention in directed social networks, is one of the important metrics to characterise the participation gap. In this study, we offered an online teacher training course, and 1438 in-service teachers from primary and secondary schools attended. Among them, we selected 457 in-service teachers who participated in the three peer assessment activities as the final participants. To analyse the factors influencing learners’ social network prestige in online peer assessment, we first conducted a partial least squares structural equation modelling analysis to construct a model of factors influencing social network prestige. Then, we adopted several semi-structured interviews to investigate learners' perspectives to provide an in-depth analysis of the factors influencing social network prestige. The purpose of this study was to gain insight into the participation gap in online interactions and make effective suggestions on how to improve learning performance in online peer assessment. Implications for practice or policy: Course designers could improve the design of the introduction to peer assessment to motivate learners and enhance their acceptance of the activities. Course designers could reduce participation gap by assigning work from low-prestige learners to high-prestige learners in a non-mandatory way later in the course.

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“…The use of partial least squares (PLS) is gaining more attention in social science such as marketing (Danks et al, 2020;Dash, Paul, 2021), information systems (AlNuaimi et al, 2021;Barrett et al, 2021) and finance (Jabeur, 2017;Jabeur et al, 2021;Sghaier et al, 2018). PLS univariate regression is a model that links a dependent variable y to a collection of independent variables.…”

Section: Partial Least Square Discriminant Analysismentioning

confidence: 99%

Institutional Investors and Public Authority Ownership Impact on Green Bonds Issue: Evidence from France

Ballouk¹,

Mefteh‐Wali²,

Tabbah³

et al. 2023

Journal of Innovation Economics &Amp; Management

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Distribution électronique Cairn.info pour De Boeck Supérieur. © De Boeck Supérieur. Tous droits réservés pour tous pays.La reproduction ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement. Toute autre reproduction ou représentation, en tout ou partie, sous quelque forme et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Il est précisé que son stockage dans une base de données est également interdit.

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Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses

Cited by 78 publications

References 65 publications

Exploring Relationships Between Learners’ Internet Self-efficacy, Online Self-Regulation, and Interaction during Online Learning amid COVID-19 in Vietnam

Exploring Relationships Between Learners’ Internet Self-efficacy, Online Self-Regulation, and Interaction during Online Learning amid COVID-19 in Vietnam

A model of factors influencing in-service teachers’ social network prestige in online peer assessment

Institutional Investors and Public Authority Ownership Impact on Green Bonds Issue: Evidence from France

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