Predicting the adoption of mobile financial services: The impacts of perceived mobility and personal habit

Mobile financial services (MFS) have become a critical issue in the financial sectors. An expanding application of mobile commerce, MFS play an important role in managing customer relationships. Thus, we proposed a model that incorporates three external variables—perceived enjoyment, perceived mobility, and personal habit—into the technology acceptance model (TAM) to assess the antecedents that influence continued usage intention in MFS. In addition, we examined the moderating effect of gender on customer relationships. Structural equation modeling was used, and 368 MFS users were investigated. The findings revealed that perceived mobility, personal habit, perceived usefulness, and perceived ease of use are the major antecedents that influence continued usage intention in MFS. However, perceived enjoyment is not significantly associated with intention. Moreover, gender moderates the relationships between the variables in the proposed model. Perceived mobility affecting usage intention will be stronger for men than for women, whereas personal habit affecting usage intention will be stronger for women than for men.     

Productive use of learning resources in an online problem-based learning environment

This study examined students’ use of learning resources in a technologically-mediated online learning environment. Undergraduate student groups were engaged in an online problem-based learning (PBL) environment, rich with pre-selected video and knowledge resources. Quantitative and qualitative analyses showed that students accessed resources fairly frequently and benefited from them. Resources helped students construct a rich understanding of the problem and provided ideas for problem solutions. Detailed analyses of resource exploration along with contrasting case analyses between high-achieving and low-achieving student groups suggested that for learning to be effective in resource-rich environments, students first need to develop an understanding of the resources and learn how to access them efficiently. Second, students need to learn to process the contents of resources in meaningful ways so that they can integrate diverse resources to form a coherent understanding and apply them to solve problems. Finally, students need to develop knowledge and skills to use resources collaboratively, such as sharing and relating to each other’s resources. The results indicated that students, especially low-achieving students, need guidance to use resources effectively in resource-rich learning environments.     

The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning

Self-regulated learning is recognized as a critical factor for successful online learning, and students' perceived academic control and academic emotions are important antecedents of self-regulated learning. Because emotions and cognition are interrelated, investigating the joint relationship between perceived academic control and academic emotions on self-regulated learning would be valuable to understanding the process of self-regulated learning. Therefore, this study examined the role of academic emotions (enjoyment, anxiety, and boredom) in the relationship between perceived academic control and self-regulated learning in online learning. The path model was proposed to test the mediating and moderating effects of academic emotions. Data were collected from 426 Korean college students registered in online courses, and a path analysis was conducted. The results demonstrated that enjoyment mediated the relationship between perceived academic control and self-regulated learning, but the moderating effect of enjoyment was not significant. Boredom and anxiety did not have significant mediating effects on self-regulated learning, whereas they showed significant moderating effects in the relationship between perceived academic control and self-regulated learning. The role of academic emotions in learning and their implications for facilitating students' self-regulated learning in online learning were discussed based on the findings.     

Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation

This study is one of the few attempts to investigate students’ acceptance of an Internet-based learning medium (ILM). By integrating a motivational perspective into the technology acceptance model, our model captured both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment) motivators for explaining students’ intention to use the new learning medium. Data collected from 544 undergraduate students were examined through the LISREL VIII framework. The results showed that both perceived usefulness and perceived enjoyment significantly and directly impacted their intention to use ILM. Surprisingly, perceive ease of use did not posit a significant impact on student attitude or intention towards ILM usage. Implications of this study are important for both researchers and practitioners.     

Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis

Social presence, the ability to perceive others in an online environment, has been shown to impact student motivation and participation, actual and perceived learning, course and instructor satisfaction, and retention in online courses; yet very few researchers have attempted to look across contexts, disciplinary areas, or measures of social presence. This meta-analysis allowed us to look across these variables of the primary studies and identify the pattern of student outcomes (e.g., perceived learning and satisfaction) in relation to social presence through scrutiny of differences between the studies. The results showed a moderately large positive average correlation between social presence and satisfaction (r = 0.56, k = 26) and social presence and perceived learning (r = 0.51, k = 26). Large variation among correlations (86.7% for satisfaction and 92.8% for perceived learning, respectively) also indicated systematic differences among these correlations due to online course settings. We found that (a) the strength of the relationship between social presence and satisfaction was moderated by the course length, discipline area, and scale used to measure social presence; and (b) the relationship between social presence and perceived learning was moderated by the course length, discipline area, and target audience of the course. Implications and future research are discussed.     

Empirical examination of the adoption of WebCT using TAM

Web Course Tools (WebCT) have enhanced the ability and motivation of institutes of higher education to support e-learning. In this study, we extended the Technology Acceptance Model to include technical support as a precursor and then investigated the role of the extended model in user acceptance of WebCT. Responses from 836 university students were used to test the proposed structural model. The data showed that technical support has a significant direct effect on perceived ease of use and usefulness, while perceived ease of use and usefulness are the dominant factors affecting the attitude of students using WebCT. The results indicate the importance of perceived ease of use and perceived usefulness in mediating the relationship of technical support with attitude and WebCT usage.     

A theory of online learning as online participation

In this paper, an initial theory of online learning as online participation is suggested. It is argued that online learner participation (1) is a complex process of taking part and maintaining relations with others, (2) is supported by physical and psychological tools, (3) is not synonymous with talking or writing, and (4) is supported by all kinds of engaging activities. Participation and learning are argued to be inseparable and jointly constituting. The implication of the theory is straightforward: If we want to enhance online learning, we need to enhance online learner participation.     

在线学习资源的个性化智能推荐研究探析

由于在线学习学习者的认知能力的不确定性、学习兴趣的变化性、用户偏好的多样性等,在线学习资源的个性化智能推荐面临新挑战.文章根据学习者认知能力的模糊综合诊断和学习者多重特征信息融合等,对在线学习资源的个性化智能推荐进行了研究,以期为相关研究者提供参考和启发.     

The impact of perceived risk,intangibility and consumer characteristics on online game playing

Online game is the most popular entertainment application in the virtual world and online gamers demonstrate high attachment to playing online games. Previous studies have linked to the numerous negative outcomes in playing online games. The factors contribute to the negative consequences on using online game have been relatively neglected. The purpose of this study is to explore the impact of perceived risk, intangibility, gender and age (adolescent/adult) difference on online game playing consequences and intentions. Past usage frequency is also made to look into the influence additional purchase intention. A total of 1418 useful questionnaires (including 1018 from public interview and 400 from online questionnaire feedback) were collected for final data analysis. The results demonstrated the important roles that time risk, psychological risk, financial risk, physical intangibility, mental intangibility and generality play on the negative consequences associated with online game playing. The results also indicated that male and adolescent individuals spent much more time on online game and intented to act the entertainment more than females and adults did. Finally, past online game playing frequency was showed to be a positive predictor of future online game playing intention.     

Assessing the determinants of flow experience in the adoption of learning management systems: the moderating role of perceived institutional support

Information technology has moved the focus of students and instructors from blackboards to online learning platforms. In the emerging e-learning revolution, the success of quality education depends on the right use of information and communication technology, including the creation of participants’ flow experience while using learning systems, which are rightly considered a backbone of contemporary education. There is a gap in the e-learning literature, reflecting a lack of understanding of students’ flow experience while using online interactive systems. This paper presents a study investigating the key factors (interpersonal factors and atmospheric cues) affecting flow experience and highlights its massive role in the use of any learning management system (LMS). Moreover, the study examines the moderating role of perceived institutional support (PIS) on student adoption of LMS. Using a survey, data were collected from university students in Pakistan and the data were analysed through structural equation modelling. We found that interpersonal factors and LMS atmospherics have significant effects on the flow experience. It was also found that PIS moderates the relationship between flow experience and the use of LMS. This study contributes to the literature by helping institutions and policy-makers know key factors of effective learning systems that students value and enjoy.     

The impact of Web quality and playfulness on user acceptance of online retailing

We investigated the effect of playfulness on user acceptance of online retailing and tested the relationship between Web quality factors and user acceptance behavior. A survey of 942 users of Web-based online retailing was conducted to test our model.     

Technology acceptance model for the use of information technology in universities

The problem described in this research is to identify which factors influence on engineering students about their acceptance of an academic administrative information system in private universities in Lima, Peru. The objective is to identify factors by proposing a Technology Acceptance Model of an Academic and Administrative Information System. University population is described, both private and public. The investigation is based on two private universities. The results show the relationship between the selected variables. Finally, recommendations are given to act on the variables that determine the acceptance of information technology.     

The impact of the online and offline features on the user acceptance of Internet shopping malls

Internet shopping mall has the dual nature of Web-based application system and traditional shopping mall. This paper explores online and offline features of Internet shopping malls and their relationships with the acceptance behaviors of customers. The results from a Web survey of 932 users show that the technology acceptance model (TAM) is valid in predicting the acceptance of the Internet shopping malls and that online and offline features have positive effects on the user acceptance. Both online and offline features have greater effects on the usefulness, attitude, and intention to use than either online or offline features separately. This study provides a domain-specific, integrative approach in evaluating the quality and antecedents of user acceptance for Internet shopping malls.     

The role of perceived organizational support,distributive justice and motivation in reactions to new information technology

Despite tremendous investments in information technology (IT), many technological interventions in organizations fail because employees do not fully accept and use IT. The present study explored how perceived organizational support and distributive justice affect employee reactions to new IT from a motivational point of view. Self-determination theory was used to understand how different motivational styles, varying in degree of self-determination, mediate the relationship of perceived organizational support and distributive justice with reactions to new IT. Results showed that perceived organizational support and distributive justice were associated with intrinsic and identified motivation to use the IT, but only POS was related to enjoyment and acceptance of the IT. Intrinsic and extrinsic motivation were both associated with IT usage, but IT usage was associated with enjoyment and acceptance only when people were intrinsically motivated. Intrinsic motivation also mediated the effects of POS on enjoyment and acceptance. Moreover, intrinsically motivated users were less likely to use a paper-based appointment booking alternative than those who were not. Implications for managing IT implementations are discussed.     

A cross-cultural analysis of the effect of language on perceived risk online

This paper investigates whether perceived risk online is affected by the language in which a user browses a given website. In order to achieve this objective and test the proposed hypotheses, a 2 × 2 between-subjects experimental design was chosen, using two independent variables with two levels each, namely: culture (Spanish vs. British) and processing language (Spanish vs. English). The final sample comprised 491 individuals (264 Spanish and 227 British). Half the sample browsed in their mother tongue, and the other half in a second language. The results showed that Spanish users perceive less risk when browsing in English than in Spanish, while for the British there was no difference, in terms of perceived risk, between browsing in Spanish or English. Another interesting finding is the moderating effect of message involvement on the processing of information from the website, and thus its effect on the user’s perception of risk.     

The effects of perceived risk and technology type on users’ acceptance of technologies

Previous studies on technology adoption disagree regarding the relative magnitude of the effects of perceived usefulness and perceived ease of use. However these studies did not consider moderating variables. We investigated four potential moderating variables – perceived risk, technology type, user experience, and gender – in users’ technology adoption. Their moderating effects were tested in an empirical study of 161 subjects. Results showed that perceived risk, technology type, and gender were significant moderating variables. However the effects of user experience were marginal after the variance of errors was removed.     

Ensemble of online sequential extreme learning machine

Liang et al. [A fast and accurate online sequential learning algorithm for feedforward networks, IEEE Transactions on Neural Networks 17 (6) (2006), 1411–1423] has proposed an online sequential learning algorithm called online sequential extreme learning machine (OS-ELM), which can learn the data one-by-one or chunk-by-chunk with fixed or varying chunk size. It has been shown [Liang et al., A fast and accurate online sequential learning algorithm for feedforward networks, IEEE Transactions on Neural Networks 17 (6) (2006) 1411–1423] that OS-ELM runs much faster and provides better generalization performance than other popular sequential learning algorithms. However, we find that the stability of OS-ELM can be further improved. In this paper, we propose an ensemble of online sequential extreme learning machine (EOS-ELM) based on OS-ELM. The results show that EOS-ELM is more stable and accurate than the original OS-ELM.     

Exploring the linkages between perceived information accessibility and microblog stickiness: The moderating role of a sense of community

In the context of the exponential increase of information in society, this study examines the relationship between perceived information accessibility and microblog stickiness. The results indicate an inverted U-shaped relationship between perceived information accessibility and stickiness. To determine how to avoid the information overload that can compromise the stickiness of the microblog site, this study examines the moderating effects of sense of community. The inverted U-shaped relationship becomes linear as levels of sense of community increase. The results suggest microblog service providers can increase the sense of community in order to reduce the negative impact of information overload on stickiness.     

Peer modeling and innovation adoption among teachers in online professional development

This paper draws on three years of data from an online course on educational technology for practicing teachers, in which a goal was for teachers to develop a web-based application they could use in their own teaching. Based on analyses of discussion forums and teachers' course projects, we found that iterations of the course evolved over the years from being a loose association of peers involved in vastly different development projects with different tools, to a community of designers involved in a common endeavor, as more and more students chose the same open-source learning management system for their course projects. We tracked what factors seemed to affect how many and which teachers chose which development technologies, and how the process of making these choices evolved with the increased role of designed and emergent forms of peer modeling. We situate these findings in the literature on teacher professional development and technology use, arguing that existing conversations need to attend to the important role that peers play in teachers' learning and innovation adoption, particularly in online learning environments.