User Behavioral Intention to Use Online Distance Learning (ODL): The Role of Self-Efficacy and Domain Knowledge

The Saudi Arabian government is committed to updating and improving its education system. Thus, in March 2017, a project was declared to convert the existing book-based methodology to modern, mobile technology in the K-12 education space by 2021. As part of this process, a deep-dive literature review of student acceptance of mobile learning confirmed that there was limited research into what elements had an effect on how much students were likely to accept learning with mobile applications in the five to 18-year-old demographic of K-12. The conclusion of the literature review was that the Saudi Arabian Education Ministry must acquire an understanding of these elements in order to strategize the implementation of the new technology. This study approached high school students, aged 16 – 18, in Saudi Arabia, to examine the elements which would influence their acceptance of mobile learning technology. The research consolidated known elements of education, namely learning self-management, system quality, and hedonic motivation with the Unified Theory of Acceptance and Use of Technology (UTAUT) to create a significant theoretical model for the new technology in a high school setting. Conclusions were drawn that societal influence did not affect the student’s approach to mobile learning, but that learning self-management, the expectancy of effort and performance, hedonic motivation and the quality of the system did affect the acceptance behaviour of the students. It was also noted that gender was not a significant factor in the study

Section: Introductionmentioning

confidence: 99%

Factors Influencing the Acceptance of Mobile Learning in K-12 Education in Saudi Arabia: Towards a Shift in the Saudi Education System vis-à-vis Saudi 2030 Vision

Alturise

Alshmrany

Alkhalifah³

et al. 2022

“…Research that was conducted in [28] found that BYOD had given positive influence on learning and academic achievements of students and BYOD also give impact in stimulating and motivating students that will affect the level of students' performances and creation of independent learning. E-learning users believe that highquality educational services are acceptable, and that a secure atmosphere for these systems might help them feel more useful [29].…”

Section: Byod In Educationmentioning

confidence: 99%

“Bring-Your-Own-Device” (BYOD) and Productivity

Shukry

Rosman

Rosli

et al. 2023

Bring-Your-Own-Device (BYOD) is a phenomenon whereby an employee brings their own computing devices to work with them and use them in addition to or instead of company-supplied devices. BYOD helps organization to cut cost and improve the utilization of organizational resources. However, the impacts and phenomenon of BYOD is still unknown and scarcely discuss within the body of knowledge; warrant for further exploration of the topic. Therefore, the purpose of this paper is to develop and validate an instrument to measure BYOD and its productivity. The research went through various empirical stages. Based on other studies, a list of predictors and dependent variables was adopted. Based on the variables that have been identified, a pilot instrument was created in the second step. Third, an expert review process was used to validate the instrument. The face validity and reliability investigation of possible respondents was completed. As a result, a reliable instrument with six variables and thirty items was created to measures BYOD and productivity in the context of universities students in Malaysia.

“…Changing organizational and procedural shakeups without proper change management can have long-lasting effects on every organization member. The constant urge to be online and available in all sorts of situations influences both temporary and long-lasting interpersonal and intrapersonal behaviour, as previous research indicates [63], [64]. Furthermore, the adaptation of additional technology, especially smartphone usage can be a detrimental security risk [65]- [67].…”

Section: Practical Implicationsmentioning

confidence: 99%

Using Smartphones to Prevent Cross-Functional Team Knowledge Hiding: The Impact of Openness & Neuroticism

Ton¹,

Hammerl²,

Szabó-Szentgróti³

2022

The study examines the behaviour of two characteristic traits on knowledge retention, mediated using modern smartphone usage in the corporate environment of cross-functional teams. For the investigation, a self-made model was applied that associates the personality, focusing on the traits of neuroticism and openness towards new concepts and statistically evaluates the effect of increased technological usage. A dataset of 101 individuals working in cross-functional teams was used to test the model. A total of four main hypotheses were developed and statistically tested. Exalted presence of openness towards new experiences was evaluated as a critical factor leading to decreasing knowledge retention. Furthermore, although it was deducted, that neuroticism could not be verified as a knowledge limiting factor in the applied model, smartphone usage could drastically reduce its potentially dangerous factors by using efficient and short communication channels, reaffirmation and commendation by higher-ups and colleagues alike to bolster the missing self-esteem and self-consciousness of neurotic individuals. In contrast, openness was not connected significantly to deliberate knowledge hiding, as individuals incorporating this trait presumably tend to use technological tools of all kinds inherently due to their eagerness to experiment.