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|標題: ||Exploring the effect of different usages of technology on the students’using behavior|
|作者: ||Huang, Yong-Ming|
|關鍵字: ||Educational technology|
Education--Computer network resources
|上傳時間: ||2016-03-17 15:15:43 (UTC+8)|
|摘要: ||Background: In recent years, due to the advancement of information and communications technologies (ICTs), various ICTs applications have become popular, and have started to change the ways of teaching and learning. Several studies have been carried out to apply various ICTs such as mobile technologies or collaborative technologies to learning, and further explore the factors that affect students' intention to use ICTs.
Purpose: Despite efforts of these earlier works, few explored the effects of different usages of technology on students' using behavior. Specifically, current studies specifically focus on the investigation of one specific usage of a certain technology. For example, Cheung and Vogel (2013) used the technology acceptance model to explore factors that influence the acceptance of Google applications on collaborative learning. The results showed that subjective norms are positively related to students' intention to use Google applications. However, we argue that the different usages of the same technology may result in students' different using behaviors.
Method: We constructed a quasi-experimental research design, in which students used Google Docs to collaboratively design the structure of the website. In the experimental group, each student of each group has a desktop computer, so that they can synchronously design the structure of the website through the Google Docs. On the other hand, in the control group, all students of each group only have one desktop computer, that is, they cannot design the structure of the website synchronously.
Results: The results showed that in the control group, attitude toward using is the most important determinant of students' intention to use the technology, followed by perceived ease of use and facilitating conditions. On the other hand, in the experimental group, social influence is the most important determinant of students' intention to use the technology, followed by attitude toward using and perceived ease of use.
Conclusions: The findings showed that the different usages of technology play an important role in influencing students' intention to use a technology. This suggests that when a technology will be used in education, researchers or teachers should think carefully about how to apply this technology in order to assist students in accept it readily.
|關聯: ||25th Annual Conference of the Australasian Association for Engineering Education : Engineering the Knowledge Economy: Collaboration, Engagement & Employability, New Zealand, Wellington, 2014|
|Appears in Collections:||[資訊管理系] 會議論文|
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