The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology

Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers’ utilization of e-learning technology in connection with on-site courses. In the proposed model teachers’ extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic motivation are predicted to be influenced by perceived autonomy, perceived competence and perceived relatedness. Even though information systems continuance theory has received quite extensive attention in prior research, this study is among the first to examine the effects of self-determination theory constructs in the context of teachers’ utilization of e-learning technology. The results show that extension of IS-continuance theory with constructs that represent users’ basic psychological needs and intrinsic motivation can be useful for predicting their e-learning continuance intentions.     

Does the technology acceptance model predict actual use? A systematic literature review

ContextThe technology acceptance model (TAM) was proposed in 1989 as a means of predicting technology usage. However, it is usually validated by using a measure of behavioural intention to use (BI) rather than actual usage.ObjectiveThis review examines the evidence that the TAM predicts actual usage using both subjective and objective measures of actual usage.MethodWe performed a systematic literature review based on a search of six digital libraries, along with vote-counting meta-analysis to analyse the overall results.ResultsThe search identified 79 relevant empirical studies in 73 articles. The results show that BI is likely to be correlated with actual usage. However, the TAM variables perceived ease of use (PEU) and perceived usefulness (PU) are less likely to be correlated with actual usage.ConclusionCare should be taken using the TAM outside the context in which it has been validated.     

Exploring pre-service teachers' use of technology: The technology acceptance model and expectancy–value theory

Understanding how prepared teachers are to use technology to enhance their teaching can assist researchers to support them better, yet the theoretical basis for understanding teachers' self-beliefs is in need of stronger empirical support. The first objective of this study was to replicate and extend prior research that empirically tested portions of the technology acceptance model (TAM) amongst pre-service teachers. The second objective was to empirically test an alternative set of antecedents of behavioural intentions to use technology based on the expectancy–value theory (EVT). Four theoretical models were tested using structural equation modelling with a sample of pre-service teachers (N = 249). Results provide support for the TAM and the extended TAM models, however, no support was found for the combined EVT and TAM models. We discuss the implications to promote teacher integration of technology in the classroom by creating facilitating conditions.     

To text or not to text? The importance of text messaging among college-aged youth

As the availability, affordability, and popularity of mobile phones has increased in the last decade, text messaging has become one of the primary means of communication among adolescent peer groups. As such, it can be speculated that mobile phones and text messaging have become an integral aspect of the culture of young people today. However, little research has of yet identified how people react to an absence of texting behavior. This study attempts to demonstrate the extent to which people have become reliant upon text messaging to maintain daily relationships with peers, as well as their own self-concept. Frequencies and patterns of alternative behaviors, non-compliance, and anxiety are measured during separate restriction periods among a group of high and low text users, ages 18–23. Results indicate that there was a significant difference between individuals identified as ’high’ and ’low’ text users, although regardless of this distinction, texting emerged as the preferred form of contact among peers within this cohort. A high degree of quantitatively and qualitatively reported anxiety during periods of restriction was also noted, suggesting that this behavior has become an integrated element of daily living for this group.     

Internet inequality: The relationship between high school students’ Internet use in different locations and their Internet self-efficacy

This research study utilized the framework of digital inequality proposed by DiMaggio and Hargittai (2001) to examine the relationships among the subdimensions of Internet inequality and their outcomes. We firstly investigated the relationships between constructs of technical apparatus, autonomy of use, availability of social support, variation of use at different locations of Internet access (school, home, Internet cafe, and combinations of these locations) and Internet self-efficacy (ISE). Then the relationships between ISE and high school students' exploratory behavior and academic were also investigated. The survey was developed from reliable instruments used in previous research to measure the following variables: Internet Self-Efficacy, Internet accessibility at home and school, exploratory behaviors, academic performance, study use, leisure use, parents influence, superior influence, and training support. Internet access at the Internet café, gender, and self-reported academic achievement were added to the student survey.Bivariate correlation and regression statistical analyses were conducted to find significant relationships among these variables. ANOVA statistical analysis was used to find significant differences among groups. Significant findings indicated that digital inequality in Internet existed in school, home and Internet café and students with Internet access at home had the highest level of ISE.Our study also showed that different dimension of Internet inequality had different relationships with ISE. Home Internet accessibility positively related to ISE. Availability of social support from school had a greater effect than that from home as parents influence did not associate with ISE. And last, the variation of use was also related to ISE. Leisure use at Internet café, leisure use at home and study use at home positively associated with ISE. In addition, at home and Internet café, the relationship between leisure use and ISE was stronger than that between study use and ISE. As to the outcome of ISE, high levels of ISE were positively related to exploratory behaviors, and for those students who used the Internet at school and home, higher ISE related to better academic performance.     

The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students?

There are numerous issues surrounding the provision of assessment-related feedback in Higher Education, which in recent years have been highlighted in the National Student Survey. In this paper questionnaire data from staff and students at the University of Reading are used to confirm the main issues encountered with feedback, namely problems of time efficiency for staff, lack of engagement by students with feedback and issues with the timeliness and quality of feedback received. Therefore we explored the potential of technology, specifically video, to address these issues by enabling staff to produce brief feedback videos for students. The videos were housed within a new online resource, ‘ASSET’, and were used to investigate whether use of this technology could enhance the feedback experience for both staff and students. A pilot of the ASSET resource for generic feedback provision found that it was considered advantageous by staff and students. Moreover, the use of video was also shown to resolve many of the common problems of feedback in relation to quality and engagement of students.     

Reflections on iCODE: using web technology and hands-on projects to engage urban youth in computer science and engineering

More than 200 middle school and high school students from underserved urban communities in Boston, Lowell, and Lawrence, Massachusetts, participated in after-school and summer enrichment programs over a three-year period, using hands-on learning materials and web resources to complete hands-on microcontroller-based projects. Program content was based on a suite of robotics and electronics kits developed by the University of Massachusetts Lowell and Machine Science Inc., together with on-line instructions, a web-based programming tool, and a shared electronic portfolio of student projects. Participating students worked with classroom teachers and undergraduate mentors to complete a series of projects, and took part each year in a non-competitive robotics exhibition and a competitive robot sumo tournament. Goodman Research Group assessed learning outcomes and attitudinal changes using a variety of measures, including observations of program sessions, group interviews with participating students, pre- and post-program student surveys, and educator feedback. The program was found to effectively engage participants, give them real engineering and programming skills, improve their attitudes toward science, technology, engineering, and mathematics (STEM) subjects, and increase their interest in STEM career pathways. These results are presented, along with lessons learned from the program implementation, technology development, and evaluation.     

The competitive impact of information technology: can commodity IT contribute to competitive performance?

Despite polarizing arguments on the strategic potential of information technology (IT), academic research has yet to demonstrate clearly that information systems initiatives can lead to sustained competitive performance (CP). We investigate this question using data from 165 hotels affiliated with two brands of an international lodging chain. We study the effect of successful use and unreliability of an incremental IT-enabled self-service channel on overall CP. We find that the effect of the incremental service channel depends on the firm’s organizational resources. We also show that different organizations experience significantly different use and unreliability rates. Further, we find that the positive association between the use of an IT-enabled self-service channel and CP endures over a 2-year period, despite competitors’ widespread adoption of the technology enabling the incremental service channel (self-service kiosks). Our findings corroborate research on the strategic role of IT resources when appropriately coupled with complementary resources. They lead us to question the notion that IT is a strategic commodity. Indeed, the findings suggest that IT-dependent strategic initiatives have the potential to generate sustained CP, even when the technology that enables them appears ‘simple’. These findings suggest the need for a theoretical explanation of the complementarities and interaction among the elements of IT-dependent strategic initiatives.     

Modeling the stimulators of the behavioral intention to use mobile entertainment: Does gender really matter?

This research aims to empirically examine the stimulators that influence consumers’ behavioral intention to use (IU) mobile entertainment (ME) in Malaysia. The proposed stimulators are perceived usefulness (PU), perceived ease of use (PEOU), social influence (SI), perceived self-efficacy (PSE) and perceived enjoyment (PE). PU and PEOU were derived from TAM, SI was taken from the TRA, TPB and DOI model, PE was obtained from the extended-TAM model and PSE was taken from Bandura’s theory. This is among the first study that uses a model consisting of integrated constructs from TAM, extended-TAM, TRA, TPB, DOI and Bandura’s theory in predicting acceptance of ME. Empirical data were analyzed by employing Structural Equation Modeling (SEM) analysis. Gender moderating effect was examined via multiple group analysis (MGA). The findings revealed that PU, PEOU, SI and PE are positively associated with consumer IU of ME. Surprisingly, there were no significant moderating effects of gender. The control variables (i.e. age, marital status, education level, number of mobile phone and experience) were found to have no confounding effects on the ME adoption. The findings have contributed theoretical and managerial implications to ME providers, mobile phone manufacturers, the music, movie and gaming industry players.     

Does social capital matter? A quantitative approach to examining technology infusion in schools

Changing teachers’ perceptions about the value of technology and equipping them with appropriate knowledge and skills in pedagogical use of technology is often regarded as a key determinant of success in technology infusion in schools. However, recent studies have indicated that changing teachers’ epistemological beliefs about the use of technology in teaching and learning may not necessarily bring about change in their practice, and that technology implementation in schools can be affected by other instrumental forces, such as collegial trust, support for risk taking and access to expertise within an organization. In this article, we delineate collegial trust, access to expertise, willingness to take risks, etc. as manifestations of social capital in an organization. We argue that social capital plays a pivotal role in leveraging pedagogical change in schools. To gauge teachers’ self‐perceived change in their pedagogical use of technology, we take a constructivist perspective to explore how technology serves as a tool for facilitating students to articulate their thoughts, to explore and construct knowledge, and to become more autonomous in learning. The results of our questionnaire survey indicate that (1) the social capital of a school had a strong direct effect on teachers’ self‐perceived changes in their pedagogical use of technology, and that the effect of social capital on pedagogical change outweighed that of teachers’ perceived effectiveness of professional development; (2) teachers’ receptivity towards technology use had a direct effect on their perceived effectiveness of professional development but a very weak effect on fostering changes in their pedagogical use of technology; and (3) the social capital of a school had a direct influence on teachers’ receptivity towards technology use and their perceived effectiveness of professional development. To further unfold the complexity of technology implementation, more in‐depth qualitative studies on how social forces shape the change process are deemed necessary.     

Why do few assistive technology systems make it to market? The case of the HandyHelper project

Assistive technologies, such as telecare monitoring applications installed in the home, are being promoted to help reduce pressure on health care systems caused by an aging population and as such promise a large market for new products. However, despite many projects undertaken by commercial companies, and despite significant investments both by the companies and by national and international funding programs in the EU, such systems are not widespread. This paper reports on a retrospective study of the development of one early system, HandyHelper. We were interested in what challenges the development team faced and why the system is no longer on the market. Qualitative research methods were applied, including document analysis and interviews of key people involved in its development. Even though the system worked technically, the input of older users was sought, and a pilot installation was run, the development was stopped. The findings from a thematic analysis point to complex issues. Some problems were avoidable, e.g., by providing more support for new users, though other problems point to inherent tensions, such as the different needs of sensor-based security features and interactive services aimed at the older users. Yet other aspects are outside of the developer’s control, such as available public funding. We summarize these findings and suggest lessons learnt for future projects.

     

Shall we play again? The effects of repetitive gameplay and self-efficacy on behavioural intentions to take earthquake precautions

Playing serious games may allow individuals to acquire essential disaster preparedness knowledge and skills. Playing such games repeatedly could generate self-efficacy, and consequently lead to behavioural intentions to take precautions. This study examines the effects of repetitive-play of an earthquake preparedness game on behavioural intentions, and the role of self-efficacy in mediating these positive outcomes. An experimental study was conducted, where repetitive-play was manipulated in a laboratory setting. An online self-administered survey was used to measure self-efficacy and behavioural intentions. Results showed that those in the repetitive-play condition had significant intentions to take precautions compared only to those in the no-play condition. The gradual increase in intentions from no-play to single-play to repetitive-play was not significant. Earthquake preparedness self-efficacy mediated the relationship between repetitive-play and behavioural intentions. Results of this study suggest that serious games should encourage repetitive-play while allowing players to progressively gain content self-efficacy, highlighting the important role of design and game features in serious games on risk communication.     

Why do teachers continue to use teaching blogs? The roles of perceived voluntariness and habit

The importance of teaching blogs motivates schools to adopt them. The value realized from these teaching blogs depends on teachers' ongoing participation and contribution, but limited research explains why teachers continue to use teaching blogs after their initial adoption. To promote teachers' continued usage of teaching blogs, it is important to know the underlying reasons. This study extended Bhattacherjee's expectation–confirmation model by adding two moderating effects (perceived voluntariness and habit) on the intention–usage relationship. Longitudinal data were collected from a survey questionnaire completed by 195 Taiwanese senior and vocational school teachers. The partial least squares model was used to test the measurement and structural models. The results indicate that confirmation has a direct effect on perceived usefulness, while satisfaction is jointly determined by perceived usefulness and confirmation. The continuance intention of teaching blogs is jointly determined by satisfaction and perceived usefulness, with 34% variance explained. The continued usage of teaching blogs is jointly determined by perceived voluntariness and habit, with 42% variance explained. The results also show that a higher level of perceived voluntariness for teaching blogs increases the effect of continuance intention on continued usage. However, habit does not moderate the intention–usage relationship. The implications for theory and practice, as well as suggestions for future research, are also discussed.     

Is the use of information and communication technology related to performance in working memory tasks? Evidence from seventh-grade students

The main purpose of this study was to assess whether seventh-grade students use of information and communication technology (ICT) was related to performance on working memory tasks. In addition, the study tested whether the relationship between ICT use and performance on working memory tasks interacted with seventh-grade students’ socioeconomic level and gender. 275 students recruited from 30 Chilean schools were grouped according to their self-reported use of PC, the Internet, Chat and Video games. To assess students’ working memory performance, they were tested with a digit span test and a visuo-spatial measure. Only one of our two dependent variables reflected a relationship between specific profiles of ICT use and working memory. Higher scores on the digits span test were related to those user profiles combining PC use and video game play, that is, those identified as Full users and as PC and Console Gamers. We did not find an interaction effect of gender and ICT use or an interaction effect of socioeconomic level and ICT use. There are three possible explanations for these results: first, a proclivity of students with higher working memory capacity to engage in technology use; second, an impact on working memory of potential differences in multitasking; and, third, an impact on working memory of video game play. However, these results must be interpreted cautiously since scores on the GEFT, our visuo-spatial working memory measure, were not related to any profile of technology use. As serious educational games become more regularly used at school, previous differences in video game experience become growingly important. Future research must study whether the intended benefits of serious educational games are being mediated by individual differences in previous exposure to video games and other information and computer technologies, with independence of the directionality of the relationship between video game play and working memory.     

The use of model following methods to generate suboptimal feedback control†

Implementation of linear optimal control laws oftentimes requires that all system state variables be physically available for measurement and feedback. The well known impracticality of this requirement motivates the work described in this paper which is addressed to the use of model following methods in the synthesis of sub-optimal feedback controllers which do not require sensing all of the system state variables. The approach presented here consists of first computing a complete set of optimal feedback gains and thus generating optimum system response which is then used as a model toward which a suboptimal design can strive. A suboptimal control is postulated with zero feedback gains as desired, the remaining gains being as yet arbitrary. The average integrated difference between the model closed loop response and the suboptimal closed loop response is then minimized by selection of these remaining feedback gains. For a given feedback configuration, the method thus determines the suboptimal closed loop control yielding a response which is as close as possible in a given well-defined sense to the model response. Defining equations are derived and parameter optimisation methods are utilized to compute the free feedback gains. The method is particularly well suited to digital computation requiring only the use of standard parameter optimization algorithms as well as an algorithm to solve a set of bilinear matrix equations. An example involving regulation of the longitudinal modes of a VTOL flight vehicle is presented to illustrate the model following capabilities of the synthesis procedure.     

Integrated information environment or matrix of control? The contradictory implications of information technology

This paper examines the extent to which information technology deployed in work processes facilitates changes in forms of control and forms of organizing. A field study of a single organization that implemented information technology in its production process is presented as an empirical investigation of these issues. The findings indicate that information technology reinforced established forms of organizing and facilitated an intensification and fusion of existing mechanisms of control. While debunking the technological imperative once again, the results also provide a number of insights into the contradictory implications of computer-based work and control in organizations. In particular, this paper shows that when information technology mediates work processes, it creates an information environment, which while it may facilitate integrated and flexible operations, may also enable a disciplinary matrix of knowledge and power. These findings and their implications for forms of control, forms of organizing, and professional practice are discussed.     

Why you will use the deep X-ray LIG(A) technology to produce MEMS?

Geometrical and dimensional tolerances, obtainable precisions, accuracy, surface quality and roughness need to be controlled in order to realise effective processes and to achieve a real improvement in micromanufacturing technologies. For the fabrication of highly precise mm parts, different processes can be chosen. The LIGA technique, a German acronym consisting of the letters LI (Röntgen Lithographie meaning X-ray lithography), G (Galvanik meaning electroforming) and A (Abformung meaning molding) developed at the Research Center Karlsruhe, offers the possibility to manufacture microstructures with a number of unique features. With these properties, LIGA is on the leading edge of microfabrication. This is a well known issue to most participants in the micro sector. However, most actors consider LIGA to be very expensive, to take much time from design up to realization, and to impose a number of quality problems. In this paper, we try to modify the perception of the LIGA process by addressing some quality properties of the process by taking two different examples and we address the throughput and cost situation by establishing a mass fabrication line for direct LIGA products at ANKA.     

What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample

The purpose of this study was to identify factors influencing teachers’ decisions about using technology in the classroom setting and examine the degree to which teaching experience affects these decisions. Specifically, the items employed in this study were derived from the teachers’ perceptions of technology use. We discovered six factors which influenced teachers use technology in their classroom: adapting to external requests and others’ expectations, deriving attention, using the basic functions of technology, relieving physical fatigue, class preparation and management, and using the enhanced functions of technology. Interestingly, these factors do not correspond to the common sense theory of instructional technology. Additionally, we analyzed the patterns of factors’ scores by teachers’ level of teaching experience. From this study we deduced that although the majority of teachers intend to use technology to support teaching and leaning, experienced teachers generally decide to use technology involuntarily in response to external forces while teachers with little experience are more likely to use it on their own will.