技术接受模型
好奇心
可用性
心理学
数学教育
英语
教育技术
计算机科学
社会心理学
人机交互
作者
Michael Yao‐Ping Peng,Yue Xu,Xu Chen
出处
期刊:Heliyon
[Elsevier]
日期:2023-02-01
卷期号:9 (2): e13302-e13302
被引量:1
标识
DOI:10.1016/j.heliyon.2023.e13302
摘要
With the impact of COVID-19, many university students may not be able to learn English in the physical classroom in a traditional way. Students' English learning effectiveness and outcome were threatened when English learning was forced to turn online. Thus, a variety of technological media and platforms to improve their learning outcomes are in need. Mobile learning (M-learning) that involves interacting with other devices through mobile devices and wireless networks can also be a solution to improve students' online English learning effectiveness. In order to explore the learning behaviors and attitudes of university students when learning English with M-learning, this study integrated technology acceptance model and Stimulus Organism Response model including the concepts of perceived convenience, curiosity and self-efficacy in addition to the original technology acceptance model to verify university students’ usage cognition and attitude toward English M-learning. This study disseminated surveys to 10 targeted universities/colleges and collected 1432 valid surveys. This study implemented Smart-PLS 4.0 to examine structural model and verify the hypotheses. Results indicated that perceived convenience have positive impact on perceived ease of use, perceived usefulness and attitude toward using; there is a significant and positive relationship among perceived ease of use, perceived usefulness, attitude toward using and intention to using; curiosity and self-efficacy have positive impact on intention to using. Based on the findings, this study further provides abundant theoretical insights and practical significance on language learning.
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