Pub Date : 2021-08-01DOI: 10.1109/ISET52350.2021.00027
Jin Cai, H. Yang, Heejin Yang, Xiaochen Wang, Xiangyang He, Shunbi Wu
The spread of the COVID-19 pushed K-12 schools to swift their traditional face-to-face in-person classes to online classes. This study examined middle school students’ perception of usefulness in online classes, as well as the relationship between perceived usefulness and its key influencing factors. A questionnaire survey was conducted on 350 7th-9th grade students in China who had synchronous online classes during the outbreak of COVID-19. Results showed that students’ overall perception of the usefulness of the online class was positive, comparing to the traditional face-to-face class. The relationships of students’ perceived social presence, sense of community, and ease of use on their perceived usefulness of the online class were tested by multiple regression. The results indicated that students’ perceived social presence and ease of use online learning system were two significant predictors of their perceived usefulness of the online classes. The findings of this study suggest that online learning can be further integrated into the K-12 curriculum and activities after the COVID-19 pandemic to make the K-12 school system more flexible, resilient, and enriching.
{"title":"Understanding Middle School Students’ Perceptions of the Usefulness of Online Classes","authors":"Jin Cai, H. Yang, Heejin Yang, Xiaochen Wang, Xiangyang He, Shunbi Wu","doi":"10.1109/ISET52350.2021.00027","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00027","url":null,"abstract":"The spread of the COVID-19 pushed K-12 schools to swift their traditional face-to-face in-person classes to online classes. This study examined middle school students’ perception of usefulness in online classes, as well as the relationship between perceived usefulness and its key influencing factors. A questionnaire survey was conducted on 350 7th-9th grade students in China who had synchronous online classes during the outbreak of COVID-19. Results showed that students’ overall perception of the usefulness of the online class was positive, comparing to the traditional face-to-face class. The relationships of students’ perceived social presence, sense of community, and ease of use on their perceived usefulness of the online class were tested by multiple regression. The results indicated that students’ perceived social presence and ease of use online learning system were two significant predictors of their perceived usefulness of the online classes. The findings of this study suggest that online learning can be further integrated into the K-12 curriculum and activities after the COVID-19 pandemic to make the K-12 school system more flexible, resilient, and enriching.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127045484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1109/ISET52350.2021.00064
M. Jong, Gaowei Chen, V. Tam, M. Hue, Mengyuan Chen, Xiaojing Weng
Our previous work, FIBER (Flipped Issue-Based Enquiry Ride), is a pedagogical framework to integrate FC (Flipped Classroom) into the process of issue-based enquiry learning for social humanities education. This paper presents our recent work, G-FIBER (Gamified-FIBER), in which we have re-worked on FIBER with the infusion of gamified learning. In the evaluative study (with 72 high-school students in Hong Kong), we showed the pedagogical effectiveness of G-FIBER was significantly higher than FIBER’s, with a medium-to-large effect size. This re-work contributes to the field with evidence for grounding more future studies on the crossover between FC and gamified learning for advancing students’ learning in school education.
{"title":"Gamification of Flipped Classroom: FIBER Vs. G-FIBER","authors":"M. Jong, Gaowei Chen, V. Tam, M. Hue, Mengyuan Chen, Xiaojing Weng","doi":"10.1109/ISET52350.2021.00064","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00064","url":null,"abstract":"Our previous work, FIBER (Flipped Issue-Based Enquiry Ride), is a pedagogical framework to integrate FC (Flipped Classroom) into the process of issue-based enquiry learning for social humanities education. This paper presents our recent work, G-FIBER (Gamified-FIBER), in which we have re-worked on FIBER with the infusion of gamified learning. In the evaluative study (with 72 high-school students in Hong Kong), we showed the pedagogical effectiveness of G-FIBER was significantly higher than FIBER’s, with a medium-to-large effect size. This re-work contributes to the field with evidence for grounding more future studies on the crossover between FC and gamified learning for advancing students’ learning in school education.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126626846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1109/ISET52350.2021.00017
Lingyu Dou
Psychologists and educational scientists agree that students’ participation is the key to successful learning [1], a meaningful and effective learning process needs student to participate actively. Inquiry learning is such a learning way to promote students to construct knowledge and ability independently, and help them solve problems in activities which based on real situation and containing knowledge content. Inquiry learning aims to cultivate students’ critical thinking and innovative skills, which is also the ability requirement of talents in the new century. More and more scholars pay attention to the learning process and design of inquiry learning, because its learning effect is better than that of traditional learning, and its effect will be better if it contents scaffoldings. Scholars emphasize the significance of scaffolding and its role in the process of students' inquiry learning—–to support students and help them achieve the goal level from their existing cognitive, to complete the knowledge construction and ability improvement eventually. We used fact and case knowledge expansion diagram to design inquiry scaffoldings, which can help designers to characterize the thinking process of inquiry, determine the position and the content theme of scaffolding, and help teachers to clarify students' learning level and locate their inquiry position in the process of their inquiry. We designed two theme activities and implemented them to verify the feasibility of this technical method. This study found and verified the feasibility of this technology, we can provide technical support for inquiry learning activities and scaffolding design, assist teachers to master students' inquiry process, and let students participate in the learning process that meets the needs of talent cultivation.
{"title":"The Design of Scaffolding for Inquiry Learning","authors":"Lingyu Dou","doi":"10.1109/ISET52350.2021.00017","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00017","url":null,"abstract":"Psychologists and educational scientists agree that students’ participation is the key to successful learning [1], a meaningful and effective learning process needs student to participate actively. Inquiry learning is such a learning way to promote students to construct knowledge and ability independently, and help them solve problems in activities which based on real situation and containing knowledge content. Inquiry learning aims to cultivate students’ critical thinking and innovative skills, which is also the ability requirement of talents in the new century. More and more scholars pay attention to the learning process and design of inquiry learning, because its learning effect is better than that of traditional learning, and its effect will be better if it contents scaffoldings. Scholars emphasize the significance of scaffolding and its role in the process of students' inquiry learning—–to support students and help them achieve the goal level from their existing cognitive, to complete the knowledge construction and ability improvement eventually. We used fact and case knowledge expansion diagram to design inquiry scaffoldings, which can help designers to characterize the thinking process of inquiry, determine the position and the content theme of scaffolding, and help teachers to clarify students' learning level and locate their inquiry position in the process of their inquiry. We designed two theme activities and implemented them to verify the feasibility of this technical method. This study found and verified the feasibility of this technology, we can provide technical support for inquiry learning activities and scaffolding design, assist teachers to master students' inquiry process, and let students participate in the learning process that meets the needs of talent cultivation.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125256340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1109/ISET52350.2021.00031
Tianjiao Chen, Gege Li, Qinna Feng, Jie Liu, Peiyu Wang, Heng Luo
Using technology acceptance model (TAM) as a theoretical framework, the study explored the potential factors that influence college teachers’ behavioral intention to teach online based on the results of a national survey (N=1090) administered during the Covid-19 pandemic. A structural equation modelling (SEM) was proposed by introducing new constructs such as subjective norm, facilitating conditions, affective and cognitive attitude into the TAM model. Meanwhile, the individual differences of college teachers were examined as moderating variables. The results suggested that cognitive attitude had much large impact on teachers’ behavioral intention to teach online, and perceived use- fulness of online learning platforms had greater influence on teachers’ online teaching attitude than perceived ease of use, particularly on cognitive attitude. Additionally, the moderating effect of teachers’ individual differences were also found to be insignificant. The study results supported the revised TAM as a theoretical model to understand college teachers’ online teaching behavioral intention, and can inform the policies to sustain teachers’ motivation for continual online teaching practice during the post-pandemic world.
{"title":"What Drives College Teachers’ Behavioral Intention to Teach Online? A Structural Equation Modelling Approach","authors":"Tianjiao Chen, Gege Li, Qinna Feng, Jie Liu, Peiyu Wang, Heng Luo","doi":"10.1109/ISET52350.2021.00031","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00031","url":null,"abstract":"Using technology acceptance model (TAM) as a theoretical framework, the study explored the potential factors that influence college teachers’ behavioral intention to teach online based on the results of a national survey (N=1090) administered during the Covid-19 pandemic. A structural equation modelling (SEM) was proposed by introducing new constructs such as subjective norm, facilitating conditions, affective and cognitive attitude into the TAM model. Meanwhile, the individual differences of college teachers were examined as moderating variables. The results suggested that cognitive attitude had much large impact on teachers’ behavioral intention to teach online, and perceived use- fulness of online learning platforms had greater influence on teachers’ online teaching attitude than perceived ease of use, particularly on cognitive attitude. Additionally, the moderating effect of teachers’ individual differences were also found to be insignificant. The study results supported the revised TAM as a theoretical model to understand college teachers’ online teaching behavioral intention, and can inform the policies to sustain teachers’ motivation for continual online teaching practice during the post-pandemic world.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129695879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1109/ISET52350.2021.00022
Jie Liu, Liyuan Wei, Yayun Liu, Peiyu Wang, Tianjiao Chen, Heng Luo
With the development of online education, online teaching platforms are becoming increasingly important for teachers’ online teaching experience and intention. Based on the survey data collected from 1214 teachers in primary and middle schools during the COVID-19 pandemic, we conducted a structural equation model to explore the relationship among K- 12 teachers’ demographic characteristics, the perceived functions of online teaching platforms, and the teachers’ satisfaction and behavioral intentions for online instruction. The study showed that teachers’ school level had a high degree of influence on the perception of platforms’ functions and platform operability, course management, learning assessment functions of platforms can affect teachers’ satisfaction and behavioral intentions for platforms. The study results can provide useful suggestions for preparing K-12 teachers for online education and improving the functions of online teaching platforms.
{"title":"K-12 Teachers’ Online Teaching Intention: Factors of Teacher Demography and Platform Function","authors":"Jie Liu, Liyuan Wei, Yayun Liu, Peiyu Wang, Tianjiao Chen, Heng Luo","doi":"10.1109/ISET52350.2021.00022","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00022","url":null,"abstract":"With the development of online education, online teaching platforms are becoming increasingly important for teachers’ online teaching experience and intention. Based on the survey data collected from 1214 teachers in primary and middle schools during the COVID-19 pandemic, we conducted a structural equation model to explore the relationship among K- 12 teachers’ demographic characteristics, the perceived functions of online teaching platforms, and the teachers’ satisfaction and behavioral intentions for online instruction. The study showed that teachers’ school level had a high degree of influence on the perception of platforms’ functions and platform operability, course management, learning assessment functions of platforms can affect teachers’ satisfaction and behavioral intentions for platforms. The study results can provide useful suggestions for preparing K-12 teachers for online education and improving the functions of online teaching platforms.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"9 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129791854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1109/ISET52350.2021.00051
Xitian Yi
Learning cognitive input is one of the most direct and continuous issues in educational practice. As a key element of online learning quality, effective evaluation of students' cognitive input in online learning can encourage students to actively participate in the online learning process. However, it is currently unclear which indicators can reflect the cognitive input of learners in the online learning process. Therefore, from the perspective of learning analysis, this research explored the relationship between online learning behavior and online cognitive input, clarified evaluation indicators that can represent online cognitive input, and attempted to build a learning analysis model for online cognitive input evaluation.
{"title":"Research on the Cognitive Input Evaluation Model of MOOC Online Learning from the Perspective of Learning Analysis","authors":"Xitian Yi","doi":"10.1109/ISET52350.2021.00051","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00051","url":null,"abstract":"Learning cognitive input is one of the most direct and continuous issues in educational practice. As a key element of online learning quality, effective evaluation of students' cognitive input in online learning can encourage students to actively participate in the online learning process. However, it is currently unclear which indicators can reflect the cognitive input of learners in the online learning process. Therefore, from the perspective of learning analysis, this research explored the relationship between online learning behavior and online cognitive input, clarified evaluation indicators that can represent online cognitive input, and attempted to build a learning analysis model for online cognitive input evaluation.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121245624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1109/ISET52350.2021.00050
Di Gong, H. Yang, Jin Cai
The study aims to examine the effectiveness of flipped-classroom instruction on college students’ computational thinking skills (CTS). Participants were enrolled in the basic computer course from two classes at a university in central China. One class as an experimental group was chosen for the flipped-classroom instruction method (n=55); the other as a control group used the traditional lecture-based instruction method (n=54). The results show that learning through the flipped-classroom approach can significantly promote students’ levels of creativity, algorithmic thinking, cooperativity, and critical thinking, compared with the traditional lecture-based instruction approach. The findings of this research suggest that instructors should be encouraged to take the flipped-classroom instruction method to teach.
{"title":"Investigating the Flipped-classroom Approach on College Students’ Computational Thinking Skills","authors":"Di Gong, H. Yang, Jin Cai","doi":"10.1109/ISET52350.2021.00050","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00050","url":null,"abstract":"The study aims to examine the effectiveness of flipped-classroom instruction on college students’ computational thinking skills (CTS). Participants were enrolled in the basic computer course from two classes at a university in central China. One class as an experimental group was chosen for the flipped-classroom instruction method (n=55); the other as a control group used the traditional lecture-based instruction method (n=54). The results show that learning through the flipped-classroom approach can significantly promote students’ levels of creativity, algorithmic thinking, cooperativity, and critical thinking, compared with the traditional lecture-based instruction approach. The findings of this research suggest that instructors should be encouraged to take the flipped-classroom instruction method to teach.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128008053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1109/ISET52350.2021.00034
Yongpeng Cui, Xuan Wang, Jixin Wang, Can Zuo, Jun Tian, Mengting Chen
In recent years, online teaching has become a hot topic in K-12 education reform. Based on the expectation confirmation model of information systems continuance (ECM-IS), four individual characteristic factors of self-efficacy, innovation, perceived risk and information literacy as well as two external environmental factors of subjective norms and facilitating conditions were introduced to build a theoretical model of factors affecting teachers’ continuance intention of online teaching from the perspective of "technology-individual-environment". This study tested model encompassing nine variables through empirical research. Data were collected on a sample of 59156 K-12 teachers who have had an online teaching experience during COVID-19 using an online questionnaire. Data were modelled using the partial least squares-structural equation model (PLS-SEM) to test the hypotheses. Results indicated that perceived usefulness and satisfaction in the ECM-IS model have significant effect on teachers’ continuance intention while self-efficacy, information literacy, innovation and subjective norms were found to significantly affect teachers’ continuance intention. However, perceived risk and facilitating conditions have no effect on continuance intention. According to the results, there are some suggestions for better online teaching effects: improving hardware facilities and software resources, innovating teacher training and research methods, and optimizing online teaching service supply.
{"title":"Research on K-12 Teachers’ Continuance Intention of Online Teaching-Based on the Extended ECM-IS Model","authors":"Yongpeng Cui, Xuan Wang, Jixin Wang, Can Zuo, Jun Tian, Mengting Chen","doi":"10.1109/ISET52350.2021.00034","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00034","url":null,"abstract":"In recent years, online teaching has become a hot topic in K-12 education reform. Based on the expectation confirmation model of information systems continuance (ECM-IS), four individual characteristic factors of self-efficacy, innovation, perceived risk and information literacy as well as two external environmental factors of subjective norms and facilitating conditions were introduced to build a theoretical model of factors affecting teachers’ continuance intention of online teaching from the perspective of \"technology-individual-environment\". This study tested model encompassing nine variables through empirical research. Data were collected on a sample of 59156 K-12 teachers who have had an online teaching experience during COVID-19 using an online questionnaire. Data were modelled using the partial least squares-structural equation model (PLS-SEM) to test the hypotheses. Results indicated that perceived usefulness and satisfaction in the ECM-IS model have significant effect on teachers’ continuance intention while self-efficacy, information literacy, innovation and subjective norms were found to significantly affect teachers’ continuance intention. However, perceived risk and facilitating conditions have no effect on continuance intention. According to the results, there are some suggestions for better online teaching effects: improving hardware facilities and software resources, innovating teacher training and research methods, and optimizing online teaching service supply.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127237175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1109/ISET52350.2021.00042
Zhenhua Liu, Minsheng Fan, Binli Wang
Learning is a complex construction activity of human body functions. In order to understand the factors that affect learners’ learning performance in a blended learning environment, this study uses the method of questionnaire surveys to analyze and adjust the factors in the learning process of learners. The questionnaire has undergone multiple rounds of expert review and tested its reliability and validity to ensure a high level of representativeness of the questionnaire. Finally, it is concluded that the factors that affect learners’ learning performance in blended learning environment: cognitive ability, self-efficacy, learning motivation, online learning behavior, learning interest and learning resources, according to the degree of strength, and learning resources have the least impact on learning performance of blended learning. This research provides a theoretical basis for learning intervention and learning adjustment in a blended learning environment, and has important guiding significance for the improvement of learners’ learning efficiency in a blended learning environment.
{"title":"Analysis and Research on the Influencing Factors of Learners’ Learning Performance in Blended Learning Environment","authors":"Zhenhua Liu, Minsheng Fan, Binli Wang","doi":"10.1109/ISET52350.2021.00042","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00042","url":null,"abstract":"Learning is a complex construction activity of human body functions. In order to understand the factors that affect learners’ learning performance in a blended learning environment, this study uses the method of questionnaire surveys to analyze and adjust the factors in the learning process of learners. The questionnaire has undergone multiple rounds of expert review and tested its reliability and validity to ensure a high level of representativeness of the questionnaire. Finally, it is concluded that the factors that affect learners’ learning performance in blended learning environment: cognitive ability, self-efficacy, learning motivation, online learning behavior, learning interest and learning resources, according to the degree of strength, and learning resources have the least impact on learning performance of blended learning. This research provides a theoretical basis for learning intervention and learning adjustment in a blended learning environment, and has important guiding significance for the improvement of learners’ learning efficiency in a blended learning environment.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127402095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the means to display abstract concepts and provide interactive experience, augmented reality (AR) has shown unparalleled superiority in educational domain. A sample of 213 Chinese K-12 teachers participated in our study. The results show that: 1. The external environment, self-efficacy, perceived usefulness, and perceived ease of use directly affect the teachers’ intention to use AR; 2. System characteristics indirectly affect the teachers’ intention to use AR through intermediary variables. 3. Perceived ease of use indirectly affects the teachers’ intention to use AR by affecting perceived usefulness and self-efficacy. The research has certain theoretical significance for AR application in teaching.
{"title":"Chinese K-12 Teachers’ Acceptance of Augmented Reality based on Technology Acceptance Model","authors":"Jingjing Ma, Qingtang Liu, Shufan Yu, Mengfan Liu, Jindian Liu, Linjing Wu","doi":"10.1109/ISET52350.2021.00058","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00058","url":null,"abstract":"As the means to display abstract concepts and provide interactive experience, augmented reality (AR) has shown unparalleled superiority in educational domain. A sample of 213 Chinese K-12 teachers participated in our study. The results show that: 1. The external environment, self-efficacy, perceived usefulness, and perceived ease of use directly affect the teachers’ intention to use AR; 2. System characteristics indirectly affect the teachers’ intention to use AR through intermediary variables. 3. Perceived ease of use indirectly affects the teachers’ intention to use AR by affecting perceived usefulness and self-efficacy. The research has certain theoretical significance for AR application in teaching.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132541404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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