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|Title: ||The effect of absorptive capacity perceptions on the context-aware ubiquitous learning acceptance|
|Authors: ||Hsiu-Fen Lin|
|Keywords: ||Context‐aware ubiquitous learning;Technology acceptance model;Absorptive capacity;Behavioural intention;Prior mobile experience;Learning methods;Behaviour|
|Issue Date: ||2016-12-30T06:43:28Z
|Publisher: ||Campus Wide Information Systems|
– The purpose of this study is to examine the impact of absorptive capacity (understanding, assimilating and applying u‐learning) perceptions on behavioral intention to use u‐learning through path analysis and applies the technology acceptance model (TAM) as a theoretical foundation, simultaneously improving the model by adopting prior mobile experience as a meaningful moderator.
– Data were collected from 212 students in Taiwan and various relationships in the research model were tested using the partial least squares approach.
– The findings show that perceived usefulness and ease of use are determinants of student acceptance of u‐learning. Absorptive capacity (understanding, assimilating and applying u‐learning) perceptions influence perceived usefulness and ease of use of u‐learning. Additionally, assessment of the moderating effect of prior mobile experience on model relationships reveals insights into the determinants of behavioral intention to use u‐learning.
– Personal absorptive capacity to understand, assimilate, and apply u‐learning affects student perceptions of usefulness and ease of use of u‐learning, which in turn influence usage intentions. Thus, students should be offered demonstrations of how to operate u‐learning. More importantly, training courses on various mobile and context‐aware services should be provided to students to equip them with comprehensive knowledge of u‐learning, improve their real‐world observational skills, reduce anxiety associated with u‐learning, and increase their confidence in using u‐learning.
– Theoretically, while drawing upon the TAM, this study aims to provide a model that capable of understanding the determinants of behavioral intention to use u‐learning. From the practical perspective, the findings should provide further insight into student behaviors resulting, leading to more effective strategies for developing a u‐learning environment.
|Relation: ||30(4), pp.249-265|
|Appears in Collections:||[航運管理學系] 期刊論文|
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