Virtual communication adoption by educational leaders: moderating role of perceived risk and benefits

Gupta, Saurabh; Mathur, Nupur

doi:10.1108/ijilt-03-2022-0044

Cited by 5 publications

(1 citation statement)

References 68 publications

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“…Previous studies on technology adoption using UTAUT employed quantitative methodology (e.g. Zain and Sailin, 2023; Choudhry and Iqbal, 2023; Ajigini, 2023; Gupta and Mathur, 2023). The UTAUT model comprises four factors, as discussed in the literature review section that are to be tested in terms of their effect on LA adoption.…”

Section: Methodsmentioning

confidence: 99%

Investigating the factors affecting educators’ adoption of learning analytics using the UTAUT model

El Alfy,

Kehal

2024

IJILT

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PurposeThe research aims at examining educators’ perceptions, attitudes and behavioral intentions toward learning analytics (LA) and the role of self-instruction within the proposed model for LA adoption.Design/methodology/approachA quantitative approach is utilized in which a questionnaire is designed as a tool for data collection and partial least squares structural equation modeling (PLS-SEM) is used for data analysis and model testing.FindingsResults show that performance expectancy and effort expectancy have a significant effect on educators’ attitudes, which in turn significantly affect educators’ behavioral intentions. Self-instruction mediates the relationship between educators’ attitudes and behavioral intentions. The attitude towards LA mediates the relationship between LA performance expectancy and educators’ self-instruction. The research model explains 54% of the variance in learning analysis adoption.Originality/valueFindings open a path for research on pedagogical factors affecting LA adoption and guide education managers toward facilitating LA adoption. The tested model contributes to LA and teaching and learning literature by highlighting the role of educators’ self-instruction in LA adoption.

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Section: Methodsmentioning

confidence: 99%

Investigating the factors affecting educators’ adoption of learning analytics using the UTAUT model

El Alfy,

Kehal

2024

IJILT

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Revolutionizing education: Artificial intelligence empowered learning in higher education

Rahiman,

Kodikal

2023

Cogent Education

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Shall I use ChatGPT? A study on perceived trust and perceived risk towards ChatGPT usage by teachers at higher education institutions

Bhaskar,

Misra,

Chopra

2024

IJILT

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PurposeThe discussion about using Chat Generative Pre-Trained Transformer (ChatGPT) by teachers is making notable progress on a daily basis. This research examines the teachers' adoption intention to adopt ChatGPT by focusing on perceived trust and perceived risk. The study seeks to elucidate the impact of these two factors on teachers' adoption intentions towards ChatGPT.Design/methodology/approachThis study was exclusively conducted at private higher educational institutions in Gujarat, India. Data collection was done through a cross-sectional survey design. The proposed conceptual model was examined with the help of structural equation modelling (SEM).FindingsThe outcome of the study confirms the significant contribution of perceived usefulness, perceived ease of use, perceived trust, perceived intelligence, perceived anthropomorphism and social influence to teachers' intention to adopt ChatGPT. The findings of the study show that perceived risk exerts a negative moderating effect between perceived usefulness and adoption intention as well as between perceived trust and adoption intention.Research limitations/implicationsThis study fills the knowledge gap about teachers’ adoption of ChatGPT at private higher education institutions, thus contributing to the existing literature. Specifically, the distinctive role of key variables like perceived risk and perceived trust helps increase the existing body of knowledge.Practical implicationsSeveral practical implications are presented on the basis of the conclusions from the outcome of the study that would help increase teachers’ adoption intention of ChatGPT in higher education institutions. These implications include recommendations to promote the integration of ChatGPT in educational set-ups to help teachers leverage its potential benefits into their teaching practices.Originality/valueThis research study goes deeper into the subject than previous research, which mainly focused on the possible advantages and downsides of ChatGPT applications in the field of education. It makes a substantial contribution to our understanding of ChatGPT adoption among teachers for educational purposes by investigating through the lens of perceived risk and perceived trust. The study offers fresh understandings that were previously ignored and brings new perspectives to the body of literature.

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Virtual communication adoption by educational leaders: moderating role of perceived risk and benefits

Cited by 5 publications

References 68 publications

Investigating the factors affecting educators’ adoption of learning analytics using the UTAUT model

Investigating the factors affecting educators’ adoption of learning analytics using the UTAUT model

Revolutionizing education: Artificial intelligence empowered learning in higher education

Shall I use ChatGPT? A study on perceived trust and perceived risk towards ChatGPT usage by teachers at higher education institutions

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