{"title":"An extension of UTAUT model to understand elementary school students’ behavioral intention to use an online homework platform","authors":"Shiya Chen, Lu Huang, Rustam Shadiev, Peiying Hu","doi":"10.1007/s10639-024-12852-3","DOIUrl":null,"url":null,"abstract":"<p>The introduction of online homework has revolutionized traditional assignment formats, providing students with access to abundant learning resources, a convenient platform for completing assignments, real-time interactive learning opportunities, and accurate feedback. However, there is a paucity of research exploring the perspectives of elementary school students on the use of online homework platforms. This study, rooted in the online learning experiences of elementary school users, introduces three variables—perceived playfulness, perceived interactivity, and flow experience—to extend the UTAUT model. The investigation explores the behavioral intention of elementary school students to use online homework platforms. Data were collected through a questionnaire survey involving 312 elementary school students, and structural equation modeling was employed to analyze 289 valid responses. The results indicate that flow experience, social influence, performance expectancy, and effort expectancy significantly influence the behavioral intention of elementary school students to use online homework platforms. Additionally, perceived playfulness and perceived interactivity indirectly impact students' behavioral intention through the mediation of flow experience. Furthermore, it was observed that students' effort expectancy affects their performance expectancy. In conclusion, this research contributes to a deeper understanding of Chinese elementary school students’ behavioral intention to use online homework platforms by reflecting their status and requirements within the context of online homework. The findings provide valuable insight for optimizing and upgrading online homework platforms as well as their pedagogical application.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8000,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12852-3","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The introduction of online homework has revolutionized traditional assignment formats, providing students with access to abundant learning resources, a convenient platform for completing assignments, real-time interactive learning opportunities, and accurate feedback. However, there is a paucity of research exploring the perspectives of elementary school students on the use of online homework platforms. This study, rooted in the online learning experiences of elementary school users, introduces three variables—perceived playfulness, perceived interactivity, and flow experience—to extend the UTAUT model. The investigation explores the behavioral intention of elementary school students to use online homework platforms. Data were collected through a questionnaire survey involving 312 elementary school students, and structural equation modeling was employed to analyze 289 valid responses. The results indicate that flow experience, social influence, performance expectancy, and effort expectancy significantly influence the behavioral intention of elementary school students to use online homework platforms. Additionally, perceived playfulness and perceived interactivity indirectly impact students' behavioral intention through the mediation of flow experience. Furthermore, it was observed that students' effort expectancy affects their performance expectancy. In conclusion, this research contributes to a deeper understanding of Chinese elementary school students’ behavioral intention to use online homework platforms by reflecting their status and requirements within the context of online homework. The findings provide valuable insight for optimizing and upgrading online homework platforms as well as their pedagogical application.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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