Pub Date : 2023-01-31DOI: 10.1080/1475939X.2023.2167859
Nathan G. Miles, Kerri Hicks, Kim Nelson, Michael A. Cahill, Christopher J. Scott, George K. John
ABSTRACT Maintaining student engagement in online and recorded lectures is a challenging aspect of higher education. In light of this, active learning through in-lecture question activities was investigated using a pre-teaching focus group (n = 12) and student evaluations (n = 43) after an in-class trial. Data analysis was underpinned by flow theory, which can explain student engagement and immersion with content and activities. The key findings included: (1) students’ preference for familiar technology platforms; (2) students desired more engagement in their lectures both internally and online; and (3) in-lecture questions had to be matched with quality content to ensure the highest chance of flow and student engagement. Thematic analysis suggested engagement may have been related to key aspects of flow such as immediate feedback, and matching challenges to skill levels. Overall, learning designers and educational technologists should be used to ensure in-lecture question activity introductions work within current institutional platforms and pedagogies such as active learning.
{"title":"Finding flow: unpacking the capacity of in-lecture question activities to engage online students","authors":"Nathan G. Miles, Kerri Hicks, Kim Nelson, Michael A. Cahill, Christopher J. Scott, George K. John","doi":"10.1080/1475939X.2023.2167859","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2167859","url":null,"abstract":"ABSTRACT Maintaining student engagement in online and recorded lectures is a challenging aspect of higher education. In light of this, active learning through in-lecture question activities was investigated using a pre-teaching focus group (n = 12) and student evaluations (n = 43) after an in-class trial. Data analysis was underpinned by flow theory, which can explain student engagement and immersion with content and activities. The key findings included: (1) students’ preference for familiar technology platforms; (2) students desired more engagement in their lectures both internally and online; and (3) in-lecture questions had to be matched with quality content to ensure the highest chance of flow and student engagement. Thematic analysis suggested engagement may have been related to key aspects of flow such as immediate feedback, and matching challenges to skill levels. Overall, learning designers and educational technologists should be used to ensure in-lecture question activity introductions work within current institutional platforms and pedagogies such as active learning.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"171 - 190"},"PeriodicalIF":4.9,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42225162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-30DOI: 10.1080/1475939X.2023.2169338
Ottavia Trevisan, Marina De Rossi
ABSTRACT Technology integration in education has a great potential for learning, provided it is based on solid teacher knowledge and pedagogical reasoning. Teacher Technological Pedagogical Content Knowledge (TPACK) is deeply connected with non-rational factors such as beliefs and attitudes – dispositions –, together informing behaviours for technology integration. This article reports on research into preservice teachers’ TPACK and dispositions for technology integration when entering initial teacher education (ITE) courses that will likely impact their professionalisation. This is part of a wider multiple case study engaging 288 participants across three European ITE institutions. Participants’ TPACK and dispositions were investigated through a questionnaire. Findings suggest four patterns of preservice teachers’ dispositional configuration (disengaged, idealist, executive and self-sufficient) shared by the different contexts, albeit at different rates. Further research is ongoing to understand how ITE may engage the different profiles and which factors specifically may affect dispositional configurations in preservice teachers’ education.
{"title":"Preservice teachers’ dispositions for technology integration: common profiles in different contexts across Europe","authors":"Ottavia Trevisan, Marina De Rossi","doi":"10.1080/1475939X.2023.2169338","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2169338","url":null,"abstract":"ABSTRACT Technology integration in education has a great potential for learning, provided it is based on solid teacher knowledge and pedagogical reasoning. Teacher Technological Pedagogical Content Knowledge (TPACK) is deeply connected with non-rational factors such as beliefs and attitudes – dispositions –, together informing behaviours for technology integration. This article reports on research into preservice teachers’ TPACK and dispositions for technology integration when entering initial teacher education (ITE) courses that will likely impact their professionalisation. This is part of a wider multiple case study engaging 288 participants across three European ITE institutions. Participants’ TPACK and dispositions were investigated through a questionnaire. Findings suggest four patterns of preservice teachers’ dispositional configuration (disengaged, idealist, executive and self-sufficient) shared by the different contexts, albeit at different rates. Further research is ongoing to understand how ITE may engage the different profiles and which factors specifically may affect dispositional configurations in preservice teachers’ education.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"191 - 204"},"PeriodicalIF":4.9,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49466880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-27DOI: 10.1080/1475939X.2023.2170455
G. Karlsson, P. Nilsson
ABSTRACT The aim was to investigate how a reflective tool, the T-CoRe, in combination with annotated self-recorded videos and reflective writing, could be used to capture student teachers’ knowledge of digital technology use in their teaching. The authors used both a quantitative and a qualitative method to explore how 87 secondary science student teachers demonstrate their use of digital technologies in their teaching. The student teachers’ video annotations, alongside a written reflection of critical incidents in their teaching, constituted data for the analysis. The analysis identified technology knowledge-dependent components in relation to the TPACK framework. The outcomes suggest that providing student teachers with a reflective tool such as the T-CoRe in combination with annotated self-recorded videos has the potential to make visible aspects of their TPACK. This research proposes a method for teacher education that works to improve the way that student teachers are prepared for using digital technology.
{"title":"Capturing student teachers’ TPACK by using T-CoRe and video-annotation as self-reflective tools for flexible learning in teacher education","authors":"G. Karlsson, P. Nilsson","doi":"10.1080/1475939X.2023.2170455","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2170455","url":null,"abstract":"ABSTRACT The aim was to investigate how a reflective tool, the T-CoRe, in combination with annotated self-recorded videos and reflective writing, could be used to capture student teachers’ knowledge of digital technology use in their teaching. The authors used both a quantitative and a qualitative method to explore how 87 secondary science student teachers demonstrate their use of digital technologies in their teaching. The student teachers’ video annotations, alongside a written reflection of critical incidents in their teaching, constituted data for the analysis. The analysis identified technology knowledge-dependent components in relation to the TPACK framework. The outcomes suggest that providing student teachers with a reflective tool such as the T-CoRe in combination with annotated self-recorded videos has the potential to make visible aspects of their TPACK. This research proposes a method for teacher education that works to improve the way that student teachers are prepared for using digital technology.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"223 - 237"},"PeriodicalIF":4.9,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46474356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-19DOI: 10.1080/1475939X.2022.2156591
Stefanie Y. L. Chye, Mingming Zhou, C. Koh, W. C. Liu
ABSTRACT Digital portfolios have gained an increasing prominence in teacher education programmes around the world as a consequence of research which purports their multiple benefits to users and of their potential to represent beginning teachers’ practices. Despite the current popularity of digital portfolios, the nature of their use is still not well understood. This article explores how student teachers use digital portfolios in a teacher education programme in Singapore from an economics perspective. It posits that the adoption of an economic lens would shed new light on existing understandings and raise awareness of how and why student teachers use digital portfolios the ways they do. Reference to a range of economic concepts would will help to better understand educational outcomes. The article considers the implications of the findings for informing how digital portfolios are implemented and raises issues for consideration in further implementation efforts and in future research.
{"title":"The economics of learning: tradeoffs in student teachers’ use of multipurpose digital portfolios","authors":"Stefanie Y. L. Chye, Mingming Zhou, C. Koh, W. C. Liu","doi":"10.1080/1475939X.2022.2156591","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2156591","url":null,"abstract":"ABSTRACT Digital portfolios have gained an increasing prominence in teacher education programmes around the world as a consequence of research which purports their multiple benefits to users and of their potential to represent beginning teachers’ practices. Despite the current popularity of digital portfolios, the nature of their use is still not well understood. This article explores how student teachers use digital portfolios in a teacher education programme in Singapore from an economics perspective. It posits that the adoption of an economic lens would shed new light on existing understandings and raise awareness of how and why student teachers use digital portfolios the ways they do. Reference to a range of economic concepts would will help to better understand educational outcomes. The article considers the implications of the findings for informing how digital portfolios are implemented and raises issues for consideration in further implementation efforts and in future research.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"151 - 169"},"PeriodicalIF":4.9,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47521004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-06DOI: 10.1080/1475939X.2022.2163421
A. Jimoyiannis, N. Koukis
ABSTRACT This article reports on a study exploring Greek K–12 teachers’ views and beliefs about emergency remote teaching. A survey was conducted just after schools reopened on May 2020 and 694 teachers participated. The findings indicated that the majority of the participants conceptualised the pandemic as a turning point with regards to the role of digital technologies in schools. Exploratory factor analysis revealed four major factors that affected online instruction during the COVID-19 pandemic: a) teachers’ abilities to design online learning activities; b) teachers’ professional development needs; c) impact of the pandemic on education; and d) teachers’ pedagogical conceptions of online learning. Qualitative data analysis revealed that teachers’ pedagogical skills, in terms of organising effective online learning environments and implementing e-learning interventions in K–12 classrooms, were the key factors for successful online instruction during the pandemic and beyond.
{"title":"Exploring teachers’ readiness and beliefs about emergency remote teaching in the midst of the COVID-19 pandemic","authors":"A. Jimoyiannis, N. Koukis","doi":"10.1080/1475939X.2022.2163421","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2163421","url":null,"abstract":"ABSTRACT This article reports on a study exploring Greek K–12 teachers’ views and beliefs about emergency remote teaching. A survey was conducted just after schools reopened on May 2020 and 694 teachers participated. The findings indicated that the majority of the participants conceptualised the pandemic as a turning point with regards to the role of digital technologies in schools. Exploratory factor analysis revealed four major factors that affected online instruction during the COVID-19 pandemic: a) teachers’ abilities to design online learning activities; b) teachers’ professional development needs; c) impact of the pandemic on education; and d) teachers’ pedagogical conceptions of online learning. Qualitative data analysis revealed that teachers’ pedagogical skills, in terms of organising effective online learning environments and implementing e-learning interventions in K–12 classrooms, were the key factors for successful online instruction during the pandemic and beyond.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"205 - 222"},"PeriodicalIF":4.9,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45936909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-03DOI: 10.1080/1475939X.2022.2160373
E. Rosenthal, Sara R. Franklin Gillette, Amanda K. Nelson, Minyi Shih Dennis, G. DuPaul
ABSTRACT When a student is homebound from school, they miss out on beneficial classroom experiences. One way to keep homebound students connected is through the use of telepresence technology. However, the existing literature has not been systematically reviewed to address important variables related to successful implementation. The authors conducted a systematic literature review on the use of telepresence technology for homebound K–12 students prior to the Covid-19 pandemic. Twelve articles published between 1990 and 2020 were included. Research on telepresence technology in the classroom is variable regarding outcomes studied and methodologies. Anecdotal data revealed that the use of telepresence technology increased homebound students’ academic, social engagement and comfort. Implications for practitioners include feasibility of implementation of telepresence technology for students unable to physically attend classes and guidance in team structure necessary to successfully utilise telepresence. Increased funding allocated to controlled research and necessary infrastructure is essential for successful school-based implementation of telepresence technology.
{"title":"Enhancing homebound instruction: current status and potential of telepresence technology","authors":"E. Rosenthal, Sara R. Franklin Gillette, Amanda K. Nelson, Minyi Shih Dennis, G. DuPaul","doi":"10.1080/1475939X.2022.2160373","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2160373","url":null,"abstract":"ABSTRACT When a student is homebound from school, they miss out on beneficial classroom experiences. One way to keep homebound students connected is through the use of telepresence technology. However, the existing literature has not been systematically reviewed to address important variables related to successful implementation. The authors conducted a systematic literature review on the use of telepresence technology for homebound K–12 students prior to the Covid-19 pandemic. Twelve articles published between 1990 and 2020 were included. Research on telepresence technology in the classroom is variable regarding outcomes studied and methodologies. Anecdotal data revealed that the use of telepresence technology increased homebound students’ academic, social engagement and comfort. Implications for practitioners include feasibility of implementation of telepresence technology for students unable to physically attend classes and guidance in team structure necessary to successfully utilise telepresence. Increased funding allocated to controlled research and necessary infrastructure is essential for successful school-based implementation of telepresence technology.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"133 - 149"},"PeriodicalIF":4.9,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45472234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/1475939X.2022.2093965
Y. Zhan
ABSTRACT The effects of teachers’ audio feedback on students’ project-based learning and its influencing factors have seldom been empirically explored in the higher education context. To address this research gap, a group of Hong Kong freshmen (18–23 years old) and their teachers were involved in this study. Data were collected from students’ retrospective journals, post-journal interviews and teacher interviews after the participants experienced audio feedback during their group projects in a General Education course. The findings demonstrated that teachers’ audio feedback enhanced students’ learning engagement, critical thinking and project output. The students also reported that audio feedback provided convenience, timeliness, rich information, asynchronous discussion and social presence. Other factors including the features of audio feedback, communication between student and teacher on the received feedback and their learning motivation were also crucial in determining the effects of audio feedback on student project-based learning.
{"title":"Beyond technology: factors influencing the effects of teachers’ audio feedback on students’ project-based learning","authors":"Y. Zhan","doi":"10.1080/1475939X.2022.2093965","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2093965","url":null,"abstract":"ABSTRACT The effects of teachers’ audio feedback on students’ project-based learning and its influencing factors have seldom been empirically explored in the higher education context. To address this research gap, a group of Hong Kong freshmen (18–23 years old) and their teachers were involved in this study. Data were collected from students’ retrospective journals, post-journal interviews and teacher interviews after the participants experienced audio feedback during their group projects in a General Education course. The findings demonstrated that teachers’ audio feedback enhanced students’ learning engagement, critical thinking and project output. The students also reported that audio feedback provided convenience, timeliness, rich information, asynchronous discussion and social presence. Other factors including the features of audio feedback, communication between student and teacher on the received feedback and their learning motivation were also crucial in determining the effects of audio feedback on student project-based learning.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"91 - 103"},"PeriodicalIF":4.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47761348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/1475939X.2022.2089724
V. Diwanji
ABSTRACT Using a unique triangulation of a mixed-methods approach combining qualitative and observational techniques, this research investigated international student perceptions of the usability, interactivity and inclusiveness of a university website. The research was guided by the activity theory. Qualitative data were analysed to understand international student perceptions of usability and interactivity in relation to their intentions to use the university website. Additionally, findings established the significance of making university websites more inclusive as international students continue to face increasing uncertainties owing to the COVID-19 pandemic and racial inequalities in the USA and worldwide. Observational methods provided methodological and data triangulation. This research offers guidance for future research on higher education digital learning tools based on integrated theoretical mixed methods and also provides managerial implications for academic institutions in the design of student-centred and inclusive websites.
{"title":"Improving accessibility and inclusiveness of university websites for international students: a mixed-methods usability assessment","authors":"V. Diwanji","doi":"10.1080/1475939X.2022.2089724","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2089724","url":null,"abstract":"ABSTRACT Using a unique triangulation of a mixed-methods approach combining qualitative and observational techniques, this research investigated international student perceptions of the usability, interactivity and inclusiveness of a university website. The research was guided by the activity theory. Qualitative data were analysed to understand international student perceptions of usability and interactivity in relation to their intentions to use the university website. Additionally, findings established the significance of making university websites more inclusive as international students continue to face increasing uncertainties owing to the COVID-19 pandemic and racial inequalities in the USA and worldwide. Observational methods provided methodological and data triangulation. This research offers guidance for future research on higher education digital learning tools based on integrated theoretical mixed methods and also provides managerial implications for academic institutions in the design of student-centred and inclusive websites.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"65 - 90"},"PeriodicalIF":4.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45985543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.1080/1475939X.2022.2150288
G. Kim, Jennifer Higgs
ABSTRACT This mapping review investigates how researchers of secondary literacy teacher education over the past 20 years have used digital technologies to address issues of equity. The study’s findings suggest that technology has been used to: (a) address racial and cultural gaps between teachers and students, (b) engage teachers in critical reflection, (c) take on issues of resource access, and (d) expand teachers’ conceptualisations of literacy. Analyses of the reviewed studies include critical discussion of the affordances and limitations of technology use for more equitable learning, as well as how the technology being used shapes the learning situation. Along with a synthesis of these findings, this article offers conceptual and practical implications for teacher educators and secondary literacy teachers interested in digital technology use that supports equitable learning for social change.
{"title":"Exploring equity issues with technology in secondary literacy education","authors":"G. Kim, Jennifer Higgs","doi":"10.1080/1475939X.2022.2150288","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2150288","url":null,"abstract":"ABSTRACT This mapping review investigates how researchers of secondary literacy teacher education over the past 20 years have used digital technologies to address issues of equity. The study’s findings suggest that technology has been used to: (a) address racial and cultural gaps between teachers and students, (b) engage teachers in critical reflection, (c) take on issues of resource access, and (d) expand teachers’ conceptualisations of literacy. Analyses of the reviewed studies include critical discussion of the affordances and limitations of technology use for more equitable learning, as well as how the technology being used shapes the learning situation. Along with a synthesis of these findings, this article offers conceptual and practical implications for teacher educators and secondary literacy teachers interested in digital technology use that supports equitable learning for social change.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"1 - 16"},"PeriodicalIF":4.9,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45222629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-27DOI: 10.1080/1475939X.2022.2152861
Xiaotian Zhang, Yi Wang, S. Leung
ABSTRACT Based on the Technology Acceptance Model (TAM) and supplemented by social cognitive theory and gender schema theory, this study investigated the interactive mechanism of TAM by incorporating self-efficacy and gender as two factors in students’ usage of sports bracelets. Data were collected from 682 Chinese college freshmen. Results indicated that perceived usefulness (PU), perceived ease of use (PEU) and attitude towards technology (ATT) significantly influenced students’ intention to use sports bracelets. Self-efficacy (SE) not only was positively associated with PU and PEU, but, more importantly, self-efficacy moderated the relationship between PEU and behavioural intention (BI), and also between ATT and BI marginally. The effects of SE towards BI were found to be more apparent for low PEU and ATT students. In the case of sports bracelets, gender was found to moderate the relationships between PU and BI, and BI increased with PU for males but remained unchanged for females. Implications were discussed.
{"title":"Technology Acceptance Model (TAM) and sports bracelets usage in physical education for freshmen: the role of gender and self-efficacy","authors":"Xiaotian Zhang, Yi Wang, S. Leung","doi":"10.1080/1475939X.2022.2152861","DOIUrl":"https://doi.org/10.1080/1475939X.2022.2152861","url":null,"abstract":"ABSTRACT Based on the Technology Acceptance Model (TAM) and supplemented by social cognitive theory and gender schema theory, this study investigated the interactive mechanism of TAM by incorporating self-efficacy and gender as two factors in students’ usage of sports bracelets. Data were collected from 682 Chinese college freshmen. Results indicated that perceived usefulness (PU), perceived ease of use (PEU) and attitude towards technology (ATT) significantly influenced students’ intention to use sports bracelets. Self-efficacy (SE) not only was positively associated with PU and PEU, but, more importantly, self-efficacy moderated the relationship between PEU and behavioural intention (BI), and also between ATT and BI marginally. The effects of SE towards BI were found to be more apparent for low PEU and ATT students. In the case of sports bracelets, gender was found to moderate the relationships between PU and BI, and BI increased with PU for males but remained unchanged for females. Implications were discussed.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"45 - 63"},"PeriodicalIF":4.9,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42665250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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