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Acceptance of ChatGPT by undergraduates in Sri Lanka: a hybrid approach of SEM-ANN 斯里兰卡大学生对 ChatGPT 的接受程度:SEM-ANN 混合方法
IF 4.4 Q1 Social Sciences Pub Date : 2024-01-30 DOI: 10.1108/itse-11-2023-0227
Samsudeen Sabraz Nawaz, Mohamed Buhary Fathima Sanjeetha, Ghadah Hassan Mohammed Al Murshidi, Mohamed Ismail Mohamed Riyath, Fadhilah Bt Mat Yamin, Rusith Mohamed
PurposeThis study aims to investigate Sri Lankan Government university students’ acceptance of Chat Generative Pretrained Transformer (ChatGPT) for educational purposes. Using the unified theory of acceptance and use of technology 2 (UTAUT2) model as the primary theoretical lens, this study incorporated personal innovativeness as both a dependent and moderating variable to understand students’ ChatGPT use behaviour.Design/methodology/approachThis quantitative study used a questionnaire survey to collect data. A total of 500 legitimate undergraduates from 17 government universities in Sri Lanka were selected for this study. Items for the variables were adopted from previously validated instruments. Partial least squares structural equation modelling (PLS-SEM) using SmartPLS 4 was used to investigate latent constructs’ relationships. Furthermore, the variables’ relative relevance was ranked using a two-stage artificial neural network analysis with the SPSS 27 application.FindingsThe results of the analysis revealed that eight of the nine proposed hypotheses were confirmed. The most significant determinants of behavioural intention were habit and performance expectancy, closely followed by hedonic motivation and perceived ease of use. Use behaviour was highly influenced by both behavioural intention and personal inventiveness. Though personal innovativeness (PI) was suggested as a moderator, the relationship was not significant.Research limitations/implicationsThe research highlights the impact of habit, performance expectancy and perceived ease of use on students’ acceptance of AI applications such as ChatGPT, emphasising the need for efficient implementation techniques, individual variations in technology adoption and continuous support and training to improve students’ proficiency.Originality/valueThis study enhances the comprehension of how undergraduate students adopt ChatGPT in an educational setting. The study emphasises the significance of certain variables in the UTAUT2 model and the importance of PI in influencing the adoption of ChatGPT in educational environments.
目的 本研究旨在调查斯里兰卡公立大学学生对用于教育目的的聊天生成式预培训转换器(ChatGPT)的接受程度。本研究以技术接受和使用统一理论 2(UTAUT2)模型为主要理论视角,将个人创新性作为因变量和调节变量,以了解学生的 ChatGPT 使用行为。本研究选取了斯里兰卡 17 所公立大学的 500 名合法本科生作为调查对象。变量项目采用了之前经过验证的工具。研究采用 SmartPLS 4 的部分最小二乘法结构方程模型(PLS-SEM)来研究潜在的构造关系。此外,还利用 SPSS 27 应用程序的两阶段人工神经网络分析法对变量的相对相关性进行了排序。行为意向最重要的决定因素是习惯和绩效预期,紧随其后的是享乐动机和感知易用性。使用行为在很大程度上受行为意向和个人创新性的影响。研究局限性/意义本研究强调了习惯、绩效预期和感知易用性对学生接受 ChatGPT 等人工智能应用程序的影响,强调了高效实施技术、技术采用中的个体差异以及持续支持和培训以提高学生熟练程度的必要性。研究强调了UTAUT2 模型中某些变量的重要性,以及 PI 在影响教育环境中采用 ChatGPT 方面的重要性。
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引用次数: 0
Adopting artificial intelligence driven technology in medical education 在医学教育中采用人工智能驱动技术
IF 4.4 Q1 Social Sciences Pub Date : 2024-01-29 DOI: 10.1108/itse-12-2023-0240
Mohammadhiwa Abdekhoda, Afsaneh Dehnad
PurposeArtificial intelligence (AI) is a growing paradigm and has made considerable changes in many fields of study, including medical education. However, more investigations are needed to successfully adopt AI in medical education. The purpose of this study was identify the determinant factors in adopting AI-driven technology in medical education.Design/methodology/approachThis was a descriptive-analytical study in which 163 faculty members from Tabriz University of Medical Sciences were randomly selected by nonprobability sampling technique method. The faculty members’ intention concerning the adoption of AI was assessed by the conceptual path model of task-technology fit (TTF).FindingsAccording to the findings, “technology characteristics,” “task characteristics” and “TTF” showed direct and significant effects on AI adoption in medical education. Moreover, the results showed that the TTF was an appropriate model to explain faculty members’ intentions for adopting AI. The valid proposed model explained 37% of the variance in faulty members’ intentions to adopt AI.Practical implicationsBy presenting a conceptual model, the authors were able to examine faculty members’ intentions and identify the key determining factors in adopting AI in education. The model can help the authorities and policymakers facilitate the adoption of AI in medical education. The findings contribute to the design and implementation of AI-driven technology in education.Originality/valueThe finding of this study should be considered when successful implementation of AI in education is in progress.
目的 人工智能(AI)是一种不断发展的范式,它给许多研究领域带来了巨大的变化,包括医学教育。然而,要在医学教育中成功采用人工智能,还需要进行更多的调查。本研究旨在确定在医学教育中采用人工智能驱动技术的决定性因素。设计/方法/手段这是一项描述性分析研究,采用非概率抽样技术随机抽取了大不里士医科大学的 163 名教师。研究结果表明,"技术特征"、"任务特征 "和 "TTF "对医学教育中采用人工智能有直接和显著的影响。此外,研究结果表明,TTF 是解释教师采用人工智能意向的合适模型。通过提出一个概念模型,作者能够研究教职员工的意图,并确定在教育中采用人工智能的关键决定因素。该模型可帮助当局和政策制定者促进在医学教育中采用人工智能。原创性/价值在教育领域成功实施人工智能时,应考虑本研究的发现。
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引用次数: 0
Exploring factors influencing educators’ adoption of ChatGPT: a mixed method approach 探索影响教育工作者采用 ChatGPT 的因素:一种混合方法
IF 4.4 Q1 Social Sciences Pub Date : 2023-12-21 DOI: 10.1108/itse-07-2023-0127
Imdadullah Hidayat-ur-Rehman, Yasser Ibrahim
PurposeA number of recent artificial intelligence (AI)-enabled technologies, including summarisers, paraphrasers and the cutting-edge chatbots not only have outstanding potentials in modern educational systems but also could lead to a dramatic paradigm shift in the whole education process. This study aims to explore the factors that shape the academic community’s desire and intention to use AI conversational chatbot technology, with a particular focus on the leading ChatGPT.Design/methodology/approachThis study uses a mixed method approach to explore the educators’ adoption of chatbots through an empirically validated model. The model, known as the “Educators’ Adoption of ChatGPT”, was developed by integrating the theoretical foundations of both the Unified Theory of Acceptance and Use of Technology and Status Quo Bias (SQB) frameworks, as well as insights gathered from interviews. The relationships within this model were then tested using a quantitative approach. The partial least squares-structural equation modelling method was used to analyse 243 valid survey responses.FindingsThe outcomes of the analysis indicated that perceived educators’ effort expectancy, educators’ autonomous motivation, perceived learners’ AI competency, perceived educators’ competency, innovative behaviour towards technological agility and perceived students’ engagement are significant determinants of educators’ intention to use chatbots. In contrast, perceived unfair evaluation of students, perceived students’ overreliance and perceived bias/inaccuracies were shown to have significant impacts on the resistance to use the technology, which typically implies a negatively significant influence on the educators’ use intention. Interestingly, perceived fraudulent use of ChatGPT was proven insignificant on the resistance to use chatbots.Originality/valueThis study makes a significant contribution to the field of educational technology by filling the gap in research on the use and acceptance of AI-enabled assistants in education. It proposes an original, empirically validated model of educator adoption, which identifies the factors that influence educators’ willingness to use chatbots in higher education and offers valuable insights for practical implementation.
目的 最近出现的一些人工智能(AI)技术,包括摘要器、解析器和最前沿的聊天机器人,不仅在现代教育系统中具有突出的潜力,而且可能导致整个教育过程发生巨大的范式转变。本研究旨在探讨影响学术界使用人工智能会话聊天机器人技术的愿望和意向的因素,尤其关注领先的 ChatGPT.设计/方法/途径本研究采用混合方法,通过一个经过实证验证的模型来探讨教育工作者采用聊天机器人的情况。该模型被称为 "教育工作者对 ChatGPT 的采用",是通过整合 "技术接受和使用统一理论 "和 "现状偏见"(SQB)框架的理论基础以及从访谈中收集的见解而建立的。然后采用定量方法对该模型中的关系进行了检验。分析结果表明,感知到的教育者努力期望、教育者自主动机、感知到的学习者人工智能能力、感知到的教育者能力、对技术敏捷性的创新行为和感知到的学生参与度是教育者使用聊天机器人意向的重要决定因素。与此相反,感知到的对学生的不公平评价、感知到的学生的过度依赖和感知到的偏见/不准确性被证明对抵制使用该技术有重大影响,这通常意味着对教育者的使用意向有负面重大影响。有趣的是,感知到的 ChatGPT 的欺诈性使用被证明对聊天机器人的使用阻力没有显著影响。 原创性/价值 本研究填补了人工智能辅助工具在教育领域的使用和接受方面的研究空白,为教育技术领域做出了重大贡献。它提出了一个原创的、经过实证验证的教育者采用模型,该模型确定了影响教育者在高等教育中使用聊天机器人意愿的因素,并为实际实施提供了有价值的见解。
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引用次数: 0
Design and validation of a usability evaluation questionnaire (UEQ) for mobile learning applications 移动学习应用可用性评估问卷(UEQ)的设计与验证
IF 4.4 Q1 Social Sciences Pub Date : 2023-12-19 DOI: 10.1108/itse-07-2023-0122
Bimal Aklesh Kumar, Salesh Saras Chand
PurposeUsability is one of the key concerns in the development of mobile learning applications. The aim of this paper is to design and validate a usability evaluation questionnaire (UEQ) for mobile learning applications.Design/methodology/approachThe UEQ was developed in four stages: selecting primary studies and extracting usability problems, thematic analysis, creating UEQ items and validation and reliability using confirmatory factor analysis (CFA).FindingsCFA to derive the model fit was computed using AMOS to test the construct validity. The model-fit values were within their respective expected acceptance levels. To assess the reliability of the instrument item loadings, the internal consistency coefficients such as Cronbach’s alpha, McDonald’s Omega and composite reliability were considered. Indicator loadings ranged between 0.735 and 0.933, fulfilling the threshold of above 0.7.Originality/valueThe study provides a novel UEQ for mobile learning applications, which can be used by developers and in academic research to assess mobile learning applications.
目的 可用性是开发移动学习应用程序的关键问题之一。本文旨在为移动学习应用设计并验证可用性评估问卷(UEQ)。设计/方法/途径UEQ的开发分为四个阶段:选择主要研究并提取可用性问题、主题分析、创建UEQ项目以及使用确认性因子分析(CFA)进行验证和可靠性测试。模型拟合值在各自的预期接受水平之内。为了评估工具项目负荷的可靠性,考虑了内部一致性系数,如 Cronbach'sα、McDonald's Omega 和综合可靠性。指标负荷介于 0.735 和 0.933 之间,达到了 0.7 以上的临界值。原创性/价值该研究为移动学习应用提供了一个新颖的 UEQ,可供开发人员和学术研究人员用于评估移动学习应用。
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引用次数: 0
Using immersive technologies to enhance the student learning experience 使用沉浸式技术增强学生的学习体验
Q1 Social Sciences Pub Date : 2023-09-26 DOI: 10.1108/itse-05-2023-0078
Gavin Baxter, Thomas Hainey
Purpose The purpose of this paper is to evaluate undergraduate student perceptions about the application of immersive technologies for enhancing the student learning experience. This study assesses the viewpoints of students from varying multidisciplinary backgrounds about whether immersive technologies can enhance their learning experience and increase their level of engagement in the context of higher educational delivery. Design/methodology/approach The research used a case study methodology adopting a questionnaire-based research mixed methods approach. In total, 83 participants completed the questionnaire. The purpose of the research was to evaluate and interpret students’ perspectives at higher educational level about the use of immersive technologies towards enhancing their learning experience. There was also a focus on remote educational delivery due to the legacy of COVID-19. Findings The findings suggest that there is still more empirical work to be undertaken regarding the application of immersive technologies in higher education. The study revealed that there are immersive benefits though preference for face-to-face teaching remains popular. The negative connotations associated with immersive technology use in higher education, (e.g. virtual reality), such as cost of equipment and motion sickness, substantiates the themes identified in the academic literature. Originality/value The study explores a diversity of immersive technologies and their application in higher education (HE) contexts. Findings indicate that although there are acknowledged pedagogical benefits of immersive technology use in HE prevalent barriers remain that require further empirical research if immersive technology use is to be universally used in the sector.
本研究的目的是评估大学生对沉浸式技术应用于提升学生学习体验的看法。本研究评估了来自不同学科背景的学生对沉浸式技术是否能改善他们的学习体验和提高他们在高等教育交付背景下的参与水平的看法。设计/方法/方法本研究采用案例研究方法,采用基于问卷的混合方法研究方法。共有83名参与者完成了问卷调查。本研究的目的是评估和解释高等教育水平的学生对使用沉浸式技术来增强他们的学习体验的看法。由于COVID-19的遗留问题,还将重点放在远程教育提供上。研究结果表明,关于沉浸式技术在高等教育中的应用,还有更多的实证工作要做。研究表明,尽管面对面教学仍然很受欢迎,但沉浸式教学还是有好处的。高等教育中使用沉浸式技术(如虚拟现实)的负面含义,如设备成本和晕动病,证实了学术文献中确定的主题。该研究探讨了沉浸式技术的多样性及其在高等教育(HE)环境中的应用。研究结果表明,尽管在高等教育中使用沉浸式技术具有公认的教学效益,但如果要在该领域普遍使用沉浸式技术,普遍存在的障碍仍然需要进一步的实证研究。
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引用次数: 0
Supporting learners self-management for self-directed language learning: a study within Duolingo 支持学习者自我管理自主语言学习:多邻国的研究
Q1 Social Sciences Pub Date : 2023-09-18 DOI: 10.1108/itse-05-2023-0093
Zixi Li, Curtis J. Bonk, Chen Zhou
Purpose This study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology. Design/methodology/approach A mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews. Findings Findings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences. Research limitations/implications Understanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches. Originality/value MALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.
目的本研究旨在探讨一种独特的语言自主在线学习方法。具体来说,它探讨了学习者在使用移动辅助学习技术在传统课堂环境之外学习语言时需要的自我管理能力和技能。设计/方法/方法本研究采用混合方法,包括84人的在线调查和10次半结构化访谈。研究结果表明,明确明确的学习目标对提高学习者的学习成绩具有重要作用。这些目标可以由学习者自己发起,也可以由学习平台的技术特性定义。然而,在学习者的日常生活中存在的干扰给有效的时间管理带来了挑战,影响学习者的身体和心理。自主语言学习的一个关键方面在于学习者超越单一移动辅助语言学习工具的限制寻找相关人力和物质资源的能力。这些资源的真实性对于确保有意义和有效的学习体验至关重要。了解学习者如何导航和发现有价值的资源是本研究的中心焦点。这项研究为自主语言学习领域提供了有价值的见解,揭示了移动辅助学习技术中自我管理技能的关键作用。这些发现有助于拓宽语言教育领域,并为寻求通过创新和技术驱动的方法优化自主语言学习体验的教育工作者和开发人员提供了实际意义。独创性/价值MALL通常是个性化非正式学习的理想选择,但现有文献主要关注正式学习情况,低估了MALL实践在各种非正式环境中的重要性。大多数基于mall的自主学习的研究报告主要以传统英语学习的大学生为样本。因此,有必要研究非传统的老年学习者如何在课堂外利用移动技术自主指导语言学习。
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引用次数: 0
How effort expectancy and performance expectancy interact to trigger higher education students’ uses of ChatGPT for learning 努力预期和成绩预期如何相互作用,引发高等教育学生使用ChatGPT进行学习
IF 4.4 Q1 Social Sciences Pub Date : 2023-09-01 DOI: 10.1108/itse-05-2023-0096
Cong Doanh Duong, Duc Tho Bui, H. T. Pham, Anh Trong Vu, Van Hoang Nguyen
PurposeThe emergence of artificial intelligence technologies, like ChatGPT, has taken the world by storm, particularly in the education sector. This study aims to adopt the unified theory of acceptance and use of technology to explore how effort expectancy (EEC) and performance expectancy (PEE) individually, jointly, congruently and incongruently affect higher education students’ intentions and actual uses of ChatGPT for their learning.Design/methodology/approachAn advanced methodology – polynomial regression with response surface analysis – and a sample of 1,461 higher education students recruited in Vietnam through three-phase stratified random sampling approach were adopted to test developed hypotheses.FindingsBoth EEC and PEE were found to have a direct positive impact on the likelihood of higher education students’ intention to use ChatGPT, which in turn promotes them actually use this tool for learning purposes. Conversely, a large incongruence between EEC and PEE will lower the level of intentions and actual uses of ChatGPT for learning. However, when there is a growing incongruence between EEC and PEE, either in a positive or negative direction, the likelihood of students’ intentions to use ChatGPT for learning decreases.Practical implicationsSome practical implications are subsequently recommended to obtain advantages and address potential threats arising from the implementation of this novel technology in the education context.Originality/valueThis study shed the new light on the educational setting by testing how higher education students’ intentions to use ChatGPT and subsequent actual uses of ChatGPT are synthesized from the balance between high EEC and PEE.
目的像ChatGPT这样的人工智能技术的出现席卷了世界,尤其是在教育领域。本研究旨在采用技术接受和使用的统一理论,探讨努力预期(EEC)和绩效预期(PEE)如何单独、共同、一致和不一致地影响高等教育学生对ChatGPT的学习意图和实际使用。设计/方法/方法采用一种先进的方法——多项式回归和响应面分析——以及通过三阶段分层随机抽样方法在越南招募的1461名高等教育学生的样本来检验所开发的假设。研究发现,EEC和PEE都对高等教育学生使用ChatGPT的意愿产生了直接的积极影响,这反过来又促进了他们实际将该工具用于学习目的。相反,EEC和PEE之间的巨大不一致将降低ChatGPT的学习意图和实际使用水平。然而,当EEC和PEE之间的不一致性越来越大时,无论是积极的还是消极的,学生使用ChatGPT进行学习的可能性都会降低。实际意义随后建议一些实际意义,以获得优势并解决在教育背景下实施这项新技术所产生的潜在威胁。独创性/价值这项研究通过测试高等教育学生使用ChatGPT的意图以及随后对ChatGPT进行的实际使用是如何从高EEC和PEE之间的平衡中综合出来的,为教育环境提供了新的线索。
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引用次数: 2
What drives students toward ChatGPT? An investigation of the factors influencing adoption and usage of ChatGPT 是什么驱使学生转向ChatGPT?影响ChatGPT采用和使用的因素调查
IF 4.4 Q1 Social Sciences Pub Date : 2023-08-29 DOI: 10.1108/itse-04-2023-0061
C. Tiwari, Mohd Abass Bhat, S. Khan, Rajaswaminathan Subramaniam, Mohammad Atif Irshad Khan
PurposeThe purpose of this paper is to identify the factors determining students’ attitude toward using newly emerged artificial intelligence (AI) tool, Chat Generative Pre-Trained Transformer (ChatGPT), for educational and learning purpose based on technology acceptance model.Design/methodology/approachThe recommended model was empirically tested with partial least squares structural equation modeling using 375 student survey responses.FindingsThe study revealed that students have a favorable view of the instructional use of ChatGPT. Usefulness, social presence and legitimacy of the tool, as well as enjoyment and motivation, contribute to a favorable attitude toward using this tool in a learning environment. However, perceived ease of use was not found to be a significant determinant in the adoption and utilization of ChatGPT by the students.Practical implicationsThis research is intended to benefit enterprises, academic institutions and the global community by offering light on how students perceive the ChatGPT service in an educational setting. Furthermore, the application enhances confidence and interest among learners, leading to improved literacy and general awareness. Eventually, the outcome of this research will help AI developers to improve their product and service delivery, as well as benefit regulators in regulating the usage of AI-based bots.Originality/valueDue to its novelty, the current research on AI-based ChatGPT usage in the education sector is rather restricted. This study provides the adoption aspects of ChatGPT, a new AI-based technology for students, thereby contributing significantly to the existing research on the adoption of advanced education technologies. In addition, the literature lacks research on the adoption of ChatGPT by students for educational purposes; this study addresses this gap by identifying adoption determinants of ChatGPT in education.
本文的目的是基于技术接受模型,确定影响学生使用新出现的人工智能(AI)工具聊天生成预训练转换器(ChatGPT)进行教育和学习的因素。设计/方法/方法采用偏最小二乘结构方程模型对375名学生的问卷调查结果进行了实证检验。研究结果表明,学生对ChatGPT的教学使用持积极态度。工具的有用性,社会存在性和合法性,以及乐趣和动机,有助于在学习环境中使用该工具的有利态度。然而,感知易用性并不是学生采用和利用ChatGPT的重要决定因素。实际意义本研究旨在通过揭示学生在教育环境中如何看待ChatGPT服务,从而使企业、学术机构和全球社区受益。此外,该应用程序增强了学习者的信心和兴趣,从而提高了读写能力和一般意识。最终,这项研究的结果将帮助人工智能开发者改善他们的产品和服务交付,并有利于监管机构监管基于人工智能的机器人的使用。独创性/价值由于其新颖性,目前关于基于ai的ChatGPT在教育领域使用的研究相当有限。本研究为学生提供了ChatGPT这一基于人工智能的新技术的采用方面,从而对现有的先进教育技术的采用研究做出了重要贡献。此外,文献缺乏对学生出于教育目的而采用ChatGPT的研究;本研究通过确定ChatGPT在教育中的采用决定因素来解决这一差距。
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引用次数: 1
What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization 是什么让学习者在mooc中提高学习效果?探索游戏化和个性化的作用
IF 4.4 Q1 Social Sciences Pub Date : 2023-08-21 DOI: 10.1108/itse-05-2023-0097
Yung-Ming Cheng
PurposeThe purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether gamification and personalization as environmental stimuli to learners’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs) and, in turn, their learning outcomes in MOOCs.Design/methodology/approachSample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 331 usable questionnaires were analyzed using structural equation modeling.FindingsThis study demonstrated that learners’ perceived gamification and personalization in MOOCs positively influenced their cognitive LE and emotional LE elicited by MOOCs, which jointly explained their LP in MOOCs and, in turn, enhanced their learning outcomes. The results support all proposed hypotheses and the research model, respectively, explaining 82.3% and 65.1% of the variance in learners’ LP in MOOCs and learning outcomes.Originality/valueThis study uses the S-O-R model as a theoretical base to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is influenced by gamification and personalization. Noteworthily, while the S-O-R model has been extensively used in prior studies, there is a dearth of evidence on the antecedents of learners’ learning outcomes in the context of MOOCs, which is very scarce in the S-O-R view. Hence, this study enriches the research for MOOCs adoption and learning outcomes into an invaluable context.
目的本研究的目的是提出一个基于刺激-有机体反应(S-O-R)模型的研究模型,探讨游戏化和个性化作为学习者学习参与度(LE)的环境刺激是否会影响他们在大规模开放在线课程(MOOC)中的学习持久性(LP),本研究的样本数据是从台湾一所知名大学推出的MOOC平台提供的有游戏化MOOC经验的学习者中收集的,并使用结构方程模型分析了331份可用的问卷。研究结果表明,学习者在慕课中感知到的游戏化和个性化对他们的认知LE和情绪LE产生了积极影响,这共同解释了他们在慕课上的LP,进而提高了他们的学习成果。结果分别支持了所有提出的假设和研究模型,解释了82.3%和65.1%的学习者在MOOC中的LP和学习结果的差异。原创性/价值本研究以S-O-R模型为理论基础,将学习者在MOOC中的学习结果构建为一系列受游戏化和个性化影响的心理过程。值得注意的是,尽管S-O-R模型在先前的研究中得到了广泛的应用,但缺乏关于MOOC背景下学习者学习结果的前因的证据,这在S-O-R观点中非常罕见。因此,本研究将MOOC的采用和学习结果的研究丰富到一个宝贵的背景中。
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引用次数: 0
Adoption of the Internet of Things in higher education: opportunities and challenges 物联网在高等教育中的应用:机遇与挑战
IF 4.4 Q1 Social Sciences Pub Date : 2023-08-08 DOI: 10.1108/itse-01-2023-0025
J. Fernández-Batanero, Marta Montenegro-Rueda, José Fernández-Cerero, Eloy López Meneses
PurposeThe purpose of this study is to determine the characteristics of the studies in terms of country, participant profile and methodology, as well as to determine what the Internet of Things (IoT) is currently contributing to higher education.Design/methodology/approachThe study was developed following the methodology supported by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and the PICOS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and Google Scholar. Of the 237 studies that the search yielded, 11 were included.FindingsThe results showed that among the opportunities offered by IoT is that it not only brings the introduction of information and communication technology into the classroom, but also enhances student interest, thus, improving the quality of teaching in higher education. On the other hand, one of the challenges it faces is the attitude of teachers towards its adoption, as well as the level of digital competence of teachers.Originality/valueThis study presents how higher education institutions are including the IoT in their educational activities. The IoT refers to a network of digital interconnectivity between devices, people and the internet itself that enables the exchange of data between them, allowing key information about the use and performance of devices and objects to be captured to detect patterns, make recommendations, improve efficiency and create better user experiences.
本研究的目的是确定研究在国家、参与者简介和方法方面的特征,以及确定物联网(IoT)目前对高等教育的贡献。设计/方法/方法:本研究采用系统评价和meta分析优选报告项目和PICOS策略支持的方法,检索Web of Science、Scopus、ERIC和谷歌Scholar的科学文献。在搜索得到的237项研究中,有11项被纳入。结果表明,物联网提供的机会之一是,它不仅将信息和通信技术引入课堂,而且还提高了学生的兴趣,从而提高了高等教育的教学质量。另一方面,它面临的挑战之一是教师对其采用的态度,以及教师的数字能力水平。原创性/价值本研究展示了高等教育机构如何将物联网纳入其教育活动。物联网是指设备、人员和互联网本身之间的数字互联网络,使它们之间能够交换数据,允许捕获有关设备和对象的使用和性能的关键信息,以检测模式、提出建议、提高效率并创造更好的用户体验。
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Interactive Technology and Smart Education
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