Pub Date : 2022-07-08DOI: 10.1108/itse-02-2022-0029
Zamzami Zainuddin, Amru Alba, Taufik Gunawan, D. Armanda, Ana Zahara
Purpose This study aims to construct a scale and identify the factors that might affect the implementation of gamification and Bloom's Digital Taxonomy-based assessment of students' learning, guided by the Goal-Setting Theory. Design/methodology/approach This study used a sequential exploratory mixed-methods design where data were collected qualitatively via interviews (n = 18) and field notes. Quantitative analysis was then applied via questionnaires (n = 96). Findings Four major themes emerged following thematic analysis of the observation notes and interview data: learning engagements; understandable learning goals; friendly competitions; and interactive learning feedback. A scale consisting of 32 items was developed based on the qualitative data. The quantitative data were then collected to evaluate the scale's factor structure using maximum likelihood exploratory factor analysis with Promax factor rotation. The final version of the scale had 29 items. The authors verified the alpha coefficients for each element and the entire hierarchy, ranging from 0.94 to 0.98 for the factors. The total scale was determined to be 0.96, and the Item Content Validity Index was considered valid. Originality/value The scale developed in this study is expected to inform future research and guide educators who wish to incorporate contemporary digital pedagogies in a different context. This study could also be beneficial to researchers who aspire to perform research on Goal-Setting Theory in the educational context.
{"title":"Implementation of gamification and bloom’s digital taxonomy-based assessment: a scale development study with mixed-methods sequential exploratory design","authors":"Zamzami Zainuddin, Amru Alba, Taufik Gunawan, D. Armanda, Ana Zahara","doi":"10.1108/itse-02-2022-0029","DOIUrl":"https://doi.org/10.1108/itse-02-2022-0029","url":null,"abstract":"\u0000Purpose\u0000This study aims to construct a scale and identify the factors that might affect the implementation of gamification and Bloom's Digital Taxonomy-based assessment of students' learning, guided by the Goal-Setting Theory.\u0000\u0000\u0000Design/methodology/approach\u0000This study used a sequential exploratory mixed-methods design where data were collected qualitatively via interviews (n = 18) and field notes. Quantitative analysis was then applied via questionnaires (n = 96).\u0000\u0000\u0000Findings\u0000Four major themes emerged following thematic analysis of the observation notes and interview data: learning engagements; understandable learning goals; friendly competitions; and interactive learning feedback. A scale consisting of 32 items was developed based on the qualitative data. The quantitative data were then collected to evaluate the scale's factor structure using maximum likelihood exploratory factor analysis with Promax factor rotation. The final version of the scale had 29 items. The authors verified the alpha coefficients for each element and the entire hierarchy, ranging from 0.94 to 0.98 for the factors. The total scale was determined to be 0.96, and the Item Content Validity Index was considered valid.\u0000\u0000\u0000Originality/value\u0000The scale developed in this study is expected to inform future research and guide educators who wish to incorporate contemporary digital pedagogies in a different context. This study could also be beneficial to researchers who aspire to perform research on Goal-Setting Theory in the educational context.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48191723","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 : 2022-06-16DOI: 10.1108/itse-01-2022-0013
Georgios Pallaris, Panayiotis Zaphiris, A. Parmaxi
Purpose The purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a holistic view of the field. Design/methodology/approach The approach adopted in this research includes development of the 2014–2021 MIHE corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the MIHE map version 1.0; refinement of the MIHE map version 1.0 following a systematic approach of content analysis and development of the MIHE map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the MIHE map version 2.0 using card-sorting technique; and, finally, development of the MIHE map version 3.0. Findings The research trends in the categories of the MIHE map are discussed, as well as possible future directions in the field. Originality/value This paper provides a holistic view of the field of MIHE guiding both junior MIHE researchers to place themselves in the field, and policymakers and decision-makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.
{"title":"Mapping the landscape of Makerspaces in higher education: an inventory of research findings","authors":"Georgios Pallaris, Panayiotis Zaphiris, A. Parmaxi","doi":"10.1108/itse-01-2022-0013","DOIUrl":"https://doi.org/10.1108/itse-01-2022-0013","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a holistic view of the field.\u0000\u0000\u0000Design/methodology/approach\u0000The approach adopted in this research includes development of the 2014–2021 MIHE corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the MIHE map version 1.0; refinement of the MIHE map version 1.0 following a systematic approach of content analysis and development of the MIHE map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the MIHE map version 2.0 using card-sorting technique; and, finally, development of the MIHE map version 3.0.\u0000\u0000\u0000Findings\u0000The research trends in the categories of the MIHE map are discussed, as well as possible future directions in the field.\u0000\u0000\u0000Originality/value\u0000This paper provides a holistic view of the field of MIHE guiding both junior MIHE researchers to place themselves in the field, and policymakers and decision-makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44840433","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 : 2022-06-07DOI: 10.1108/itse-01-2022-0007
P. Reddy, B. Sharma, K. Chaudhary, Osaiasi Lolohea, Robert Tamath
Purpose The purpose of this study is to evaluate student visual literacy skills using the newly designed visual literacy framework and visual literacy (VL) scale. Design/methodology/approach It includes a newly designed framework, a self-reporting questionnaire and a scale to evaluate an individual's VL skills and overall competency. The self-reporting questionnaire consists of 13 items with a five-point Likert scale. Findings The newly developed VL skill scale assessed the Fiji students’ competency (i.e. identify, understand, evaluate and communicate using visuals). The mean for the 13 items on VL skills showed average results, but 46.33% recorded high visual literacy competencies. The multiple linear regression analysis outcomes showed all 13 skills demonstrated significant contributions to becoming visually literate. Research limitations/implications The limitation of this study is that the questionnaire is self-reporting, so the evaluation can be highly rated. The implications are that relevant stakeholders will be able to devise strategies and content to improve visual literacy in Fiji. Practical implications Images are playing an important role today, especially after COVID-19, which forced the education system to go online. Online learning involves a lot of visuals, and as such, visual literacy is important to students so that they can successfully learn online. This paper brings out the important aspects of visual literacy, which needs to be understood by the students. Social implications In society, everything involves visuals. This paper introduces a visual literacy scale and a visual literacy tool to measure the visual competencies of individuals. If people understand the components of visual literacy, then visual competencies of the people will also improve. Originality/value To the best of the authors’ knowledge, this paper is the first one on evaluating visual literacy competencies in Fiji and also in the South Pacific. The visual literacy tool is also new to the world.
{"title":"Visual literacy shown through a magnifying lens by high school students","authors":"P. Reddy, B. Sharma, K. Chaudhary, Osaiasi Lolohea, Robert Tamath","doi":"10.1108/itse-01-2022-0007","DOIUrl":"https://doi.org/10.1108/itse-01-2022-0007","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to evaluate student visual literacy skills using the newly designed visual literacy framework and visual literacy (VL) scale.\u0000\u0000\u0000Design/methodology/approach\u0000It includes a newly designed framework, a self-reporting questionnaire and a scale to evaluate an individual's VL skills and overall competency. The self-reporting questionnaire consists of 13 items with a five-point Likert scale.\u0000\u0000\u0000Findings\u0000The newly developed VL skill scale assessed the Fiji students’ competency (i.e. identify, understand, evaluate and communicate using visuals). The mean for the 13 items on VL skills showed average results, but 46.33% recorded high visual literacy competencies. The multiple linear regression analysis outcomes showed all 13 skills demonstrated significant contributions to becoming visually literate.\u0000\u0000\u0000Research limitations/implications\u0000The limitation of this study is that the questionnaire is self-reporting, so the evaluation can be highly rated. The implications are that relevant stakeholders will be able to devise strategies and content to improve visual literacy in Fiji.\u0000\u0000\u0000Practical implications\u0000Images are playing an important role today, especially after COVID-19, which forced the education system to go online. Online learning involves a lot of visuals, and as such, visual literacy is important to students so that they can successfully learn online. This paper brings out the important aspects of visual literacy, which needs to be understood by the students.\u0000\u0000\u0000Social implications\u0000In society, everything involves visuals. This paper introduces a visual literacy scale and a visual literacy tool to measure the visual competencies of individuals. If people understand the components of visual literacy, then visual competencies of the people will also improve.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this paper is the first one on evaluating visual literacy competencies in Fiji and also in the South Pacific. The visual literacy tool is also new to the world.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44590685","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 : 2022-05-19DOI: 10.1108/itse-02-2022-0025
M. Ronaghi
Purpose Sustainability is one of the global challenges, individuals and businesses need to change their behavior and consumption patterns to move towards sustainable development. This is not possible without planning for education and related knowledge transfer. On the other hand, disruptive technologies such as virtual reality (VR) have revolutionized the field of education. The purpose of this study is to evaluate the effect of holding traditional training courses and VR-based training courses on sustainable behavior. Design/methodology/approach It is a quasi-experimental study, in which pretest-posttest design and control group are used. The statistical population includes students of one of the Iranian universities. A total of 105 students were randomly divided into two experimental groups and one control group (35 students in each group). Experimental group 1 underwent a training course using VR and Experimental group 2 received a traditional training course. At first, a pre-test was performed and after completing the eight-session period (two 1-h sessions per week), the post-test was conducted again for the groups. Findings The results of analysis of variance test show that there was a significant difference between the mean scores of sustainable behaviors in the post-test phase in the two experimental groups and the control group. Using Tukey’s test, it was found that the scores of sustainable behavior were different among three groups in pairs. That is, holding a training course as well as using VR has been effective on sustainable behavior. Environmental policymakers and planners can use technologies such as VR to teach environmental issues to create a culture of sustainability and sustainable development, in addition to training and educational courses. Originality/value Contribution of this study shows that the use of VR can be effective in learning sustainable behavior. Also, holding training courses is a way to change the consumption pattern and behavior of people to maintain the environment and sustainability.
{"title":"The effect of virtual reality technology and education on sustainable behavior: a comparative quasi-experimental study","authors":"M. Ronaghi","doi":"10.1108/itse-02-2022-0025","DOIUrl":"https://doi.org/10.1108/itse-02-2022-0025","url":null,"abstract":"\u0000Purpose\u0000Sustainability is one of the global challenges, individuals and businesses need to change their behavior and consumption patterns to move towards sustainable development. This is not possible without planning for education and related knowledge transfer. On the other hand, disruptive technologies such as virtual reality (VR) have revolutionized the field of education. The purpose of this study is to evaluate the effect of holding traditional training courses and VR-based training courses on sustainable behavior.\u0000\u0000\u0000Design/methodology/approach\u0000It is a quasi-experimental study, in which pretest-posttest design and control group are used. The statistical population includes students of one of the Iranian universities. A total of 105 students were randomly divided into two experimental groups and one control group (35 students in each group). Experimental group 1 underwent a training course using VR and Experimental group 2 received a traditional training course. At first, a pre-test was performed and after completing the eight-session period (two 1-h sessions per week), the post-test was conducted again for the groups.\u0000\u0000\u0000Findings\u0000The results of analysis of variance test show that there was a significant difference between the mean scores of sustainable behaviors in the post-test phase in the two experimental groups and the control group. Using Tukey’s test, it was found that the scores of sustainable behavior were different among three groups in pairs. That is, holding a training course as well as using VR has been effective on sustainable behavior. Environmental policymakers and planners can use technologies such as VR to teach environmental issues to create a culture of sustainability and sustainable development, in addition to training and educational courses.\u0000\u0000\u0000Originality/value\u0000Contribution of this study shows that the use of VR can be effective in learning sustainable behavior. Also, holding training courses is a way to change the consumption pattern and behavior of people to maintain the environment and sustainability.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"1 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41907716","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 : 2022-05-17DOI: 10.1108/itse-02-2022-0020
Renata Pereira Oliveira, Igor Leão dos Santos, C. G. De Souza, A. Reis, Wallice Medeiros de Souza
Purpose COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels. Design/methodology/approach The preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science. Findings The leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments. Originality/value To the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.
{"title":"A study on the relation between industry 4.0 technologies and gamification in e-learning","authors":"Renata Pereira Oliveira, Igor Leão dos Santos, C. G. De Souza, A. Reis, Wallice Medeiros de Souza","doi":"10.1108/itse-02-2022-0020","DOIUrl":"https://doi.org/10.1108/itse-02-2022-0020","url":null,"abstract":"\u0000Purpose\u0000COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels.\u0000\u0000\u0000Design/methodology/approach\u0000The preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science.\u0000\u0000\u0000Findings\u0000The leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49427470","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 : 2021-04-07DOI: 10.1108/ITSE-07-2020-0109
Michael Rugh, Donald Beyette, M. M. Capraro, R. Capraro
Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.
{"title":"Using DIME maps and STEM project-based learning to teach physics","authors":"Michael Rugh, Donald Beyette, M. M. Capraro, R. Capraro","doi":"10.1108/ITSE-07-2020-0109","DOIUrl":"https://doi.org/10.1108/ITSE-07-2020-0109","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas.\u0000\u0000\u0000Design/methodology/approach\u0000As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL.\u0000\u0000\u0000Findings\u0000Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints.\u0000\u0000\u0000Practical implications\u0000STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios.\u0000\u0000\u0000Social implications\u0000For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction.\u0000\u0000\u0000Originality/value\u0000For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"88 1","pages":"553-573"},"PeriodicalIF":4.4,"publicationDate":"2021-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052324","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 : 2020-09-10DOI: 10.1108/itse-05-2020-0070
Archana Singh, Sarika Sharma, Manisha Paliwal
PurposeCovid-19 outbreak has compelled the world-wide education system to use the digital collaboration platform (DCP) for online learning, for robust inclusive sustainable education. The purpose of this paper is to understand the adoption intention and effectiveness of DCP using technology acceptance model (TAM) for online learning among students studying in higher education institutes (HEIs) in India.Design/methodology/approachA structured questionnaire has been adopted to survey and collect data from 324 students studying in HEI of Maharashtra state in India. The questionnaire consisted of 28 constructs. The constructs in this section were measured using a five-point Likert scale ranging. In the first step, first-order confirmatory factor analysis is carried out by using the software IBM AMOS-20. The initial model is generated for six constructs, and outcomes are used to analyze the model’s goodness of fit and construct validity. In second step, structural equation modelling is carried out to do the path analysis of the proposed model.FindingsThe findings connote that the interactivity, cost-effectiveness and the core TAM constructs as perceived usefulness form positive attitude towards usage of DCP and intention to adopt it in near future by the students of HEI of India. The research is an attempt to provide possible explanations for the epochal relationships between the constructs and discusses the usage of information, which can be further used to enhance the acceptance of DCP among students in urban as well as rural India.Research limitations/implicationsThe results and findings will provide a direction to the various stakeholders such as educators, management, learners and the parents on the adoption intention of digital collaborative platform from a learner’s point of view. This will lead to the knowledge which will help in practical implementations of these technologies.Practical implicationsThe results and findings will provide a direction to the various stakeholders such as educators, management, learners and the parents on the adoption intention of DCP from learner’s point of view. This will lead to the knowledge which will help in practical implementations of these technologies. The findings imply that the interactivity, cost-effectiveness and the core constructs of TAM such as perceived usefulness form positive attitude towards usage of DCP and intention to adopt it in near future by the students of HEI of India. This research provides possible explanations for the significant relationships between the constructs and discusses how this information can be used to enhance the acceptance of DCP among students in urban as well as rural India.Social implicationsThis research provides possible explanations for the significant relationships between the constructs and discusses how this information can be used to enhance the acceptance of DCP among students in urban as well as rural India, which is the need of hour for sustainable educatio
{"title":"Adoption intention and effectiveness of digital collaboration platforms for online learning: the Indian students' perspective","authors":"Archana Singh, Sarika Sharma, Manisha Paliwal","doi":"10.1108/itse-05-2020-0070","DOIUrl":"https://doi.org/10.1108/itse-05-2020-0070","url":null,"abstract":"PurposeCovid-19 outbreak has compelled the world-wide education system to use the digital collaboration platform (DCP) for online learning, for robust inclusive sustainable education. The purpose of this paper is to understand the adoption intention and effectiveness of DCP using technology acceptance model (TAM) for online learning among students studying in higher education institutes (HEIs) in India.Design/methodology/approachA structured questionnaire has been adopted to survey and collect data from 324 students studying in HEI of Maharashtra state in India. The questionnaire consisted of 28 constructs. The constructs in this section were measured using a five-point Likert scale ranging. In the first step, first-order confirmatory factor analysis is carried out by using the software IBM AMOS-20. The initial model is generated for six constructs, and outcomes are used to analyze the model’s goodness of fit and construct validity. In second step, structural equation modelling is carried out to do the path analysis of the proposed model.FindingsThe findings connote that the interactivity, cost-effectiveness and the core TAM constructs as perceived usefulness form positive attitude towards usage of DCP and intention to adopt it in near future by the students of HEI of India. The research is an attempt to provide possible explanations for the epochal relationships between the constructs and discusses the usage of information, which can be further used to enhance the acceptance of DCP among students in urban as well as rural India.Research limitations/implicationsThe results and findings will provide a direction to the various stakeholders such as educators, management, learners and the parents on the adoption intention of digital collaborative platform from a learner’s point of view. This will lead to the knowledge which will help in practical implementations of these technologies.Practical implicationsThe results and findings will provide a direction to the various stakeholders such as educators, management, learners and the parents on the adoption intention of DCP from learner’s point of view. This will lead to the knowledge which will help in practical implementations of these technologies. The findings imply that the interactivity, cost-effectiveness and the core constructs of TAM such as perceived usefulness form positive attitude towards usage of DCP and intention to adopt it in near future by the students of HEI of India. This research provides possible explanations for the significant relationships between the constructs and discusses how this information can be used to enhance the acceptance of DCP among students in urban as well as rural India.Social implicationsThis research provides possible explanations for the significant relationships between the constructs and discusses how this information can be used to enhance the acceptance of DCP among students in urban as well as rural India, which is the need of hour for sustainable educatio","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"18 1","pages":"493-514"},"PeriodicalIF":4.4,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/itse-05-2020-0070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052286","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 : 2012-11-23DOI: 10.1108/ITSE.2012.36309DAA.002
M. Ketterl, R. Mertens, H. Sack
{"title":"Themed Section: MTEL","authors":"M. Ketterl, R. Mertens, H. Sack","doi":"10.1108/ITSE.2012.36309DAA.002","DOIUrl":"https://doi.org/10.1108/ITSE.2012.36309DAA.002","url":null,"abstract":"","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"9 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2012-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052226","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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