Bridging the intention-behaviour gap: Empirical evidence from the study of wiki use behaviour

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2023-09-04 DOI:10.14742/ajet.8283
Eddie W.L. Cheng, Kevin P.C. Cheng
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Abstract

Among other technologies, wikis, as a Web 2.0 technology, have been found to support online collaborative behaviour of students in group work. Despite the intention-behaviour relationship expected in many relevant theories, studies have found that the relationship between students’ intention to use wikis and their behaviour in using wikis was not strong. This discrepancy between expectation and actuality is referred to as the intention-behaviour gap. Researchers have explored mediators that can bridge the intention-behaviour gap. Given the study of behaviour across various disciplines, the variables that can bridge the intention-behaviour gap may be situational in nature. The present study therefore explored the effect of two mediators in a hypothesised model of the behaviour in using a wiki for students’ group assignments. In a longitudinal study with a sample of university students in Hong Kong, factor-based partial least squares structural equation modelling was used to examine the measurement and structural models. The results indicate that goal commitment and wiki-based communication, while substantially increasing the combined explanatory power of the variance in wiki use behaviour, significantly mediated the path from intention to behaviour. Both practical and research implications have been provided in this paper. Implications for practice or policy: Teachers should increase their influence by providing students with more guidance on how to work with the wiki. Teachers should motivate students to have deeper online discussion by incorporating wiki-based communication as an assessment item. To remove the barriers to early implementation of a wiki system, teachers should remind students of the importance of group dynamic strategies and their role in supporting collective scaffolding for peers.
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弥合意图与行为之间的鸿沟:来自维基使用行为研究的经验证据
在其他技术中,维基作为一种Web 2.0技术,已被发现支持学生在小组作业中的在线协作行为。尽管许多相关理论都期望学生使用维基的意向与行为之间存在关联,但研究发现,学生使用维基的意向与学生使用维基的行为之间的关系并不强。这种期望和现实之间的差异被称为意图-行为差距。研究人员已经探索了可以弥合意图-行为差距的中介。考虑到跨不同学科的行为研究,可以弥合意图-行为差距的变量可能本质上是情境的。因此,本研究探讨了两个中介的影响,在一个假设模型的行为在使用维基学生的小组作业。在一项以香港大学生为样本的纵向研究中,采用基于因子的偏最小二乘结构方程模型来检验测量和结构模型。结果表明,目标承诺和基于维基的交流在显著提高维基使用行为方差的综合解释力的同时,显著地中介了从意图到行为的路径。本文提供了实践意义和研究意义。对实践或政策的启示:教师应该通过向学生提供更多关于如何使用维基的指导来增加他们的影响力。教师应该通过将基于维基的交流作为一个评估项目来激励学生进行更深入的在线讨论。为了消除早期实施wiki系统的障碍,教师应该提醒学生群体动态策略的重要性,以及他们在支持同伴集体脚手架中的作用。
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
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