1,720,958 research outputs found
The mediating role of satisfaction in the relationship between perceived usefulness, perceived ease of use and students’ behavioural intention to use ChatGPT
No full textAbstract ChatGPT is a highly sophisticated AI language model that can revolutionize students’ learning experiences by providing much-needed assistance and information. Given the growing trend of educational institutions integrating AI technologies into their teaching and learning processes, it is crucial to understand the factors that would lead to the acceptance and use of these technologies by students. Using a technology acceptance model, this study investigated the mediating role of satisfaction in the relationship between PU, PEU, and behavioral intention to use ChatGPT for student learning. This study used a quantitative research approach, and data were gathered from 297 students using a structured questionnaire. The analysis was conducted using structural equation modelling (SEM) in AMOS Version 26. The results indicated that PU and ease PEU significantly influenced student satisfaction. PU significantly influenced behavioral intentions to use ChatGPT. However, PEU had no direct impact on students’ behavioral intention to use ChatGPT. Satisfaction had a significant influence on students’ behavioral intention to use ChatGPT. Moreover, satisfaction was confirmed as a significant partial mediator between PU and behavioral intention, as well as a full mediator of the relationship between PEU and behavioral intention. These findings underscore the need to make ChatGPT more useful in academic environments to facilitate increased engagement among students and achieve better learning outcomes. This study enhances the literature on technology acceptance in the context of education, particularly regarding the application of AI tools in learning spaces
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Modelling the effects of perceived system quality and personal innovativeness on the intention to use metaverse: a structural equation modelling approach
No full textThe metaverse, an interactive and immersive 3D virtual environment, has recently become popular and is widely used in several fields, including education. However, the successful use of metaverse relies on the extent to which users intend to adopt and use it. Close examination of this critical issue reveals a lack of research that examines the effects of certain factors on users’ intentions toward using metaverses. Thus, this study extends the technology acceptance model by integrating two constructs—perceived system quality and students’ personal innovativeness. Using a survey to collect data, 164 responses were received from students at the University of Ha’il in Saudi Arabia. Two steps in structural equation modelling (SEM) using the AMOS software were applied to analyse the data and test the research hypotheses. The results revealed that perceived system quality had a significant effect on students’ intentions to use metaverses through perceived ease of use. Furthermore, personal innovativeness had a significant effect on students’ intentions through the perceived usefulness of the metaverse. In addition, perceived usefulness affected students’ intentions to use a metaverse. Surprisingly, perceived ease of use had an insignificant effect on students’ intentions to use the metaverse. Although the proposed model and its findings contribute to the technology acceptance model (TAM) literature, the study’s practical value is significant because it can help educational policymakers and authorities to understand the effect of each factor and plan future strategies. Additionally, the findings of this study can assist practitioners, designers, and developers in designing and promoting the utilisation of metaverses
The effect of teaching, social, and cognitive presence on student engagement in online courses: a structural equation modelling approach
No full textUsing the Community of Inquiry (CoI) framework, this study investigates the effects of teaching presence, social presence, and cognitive presence on student engagement in online courses. Most existing research examines engagement in general, but this study assesses engagement by its three fundamental aspects of behaviour, emotion, and cognition due to the heightened need for understanding student engagement in post-pandemic online learning. Structural equation modelling (SEM) was used to analyse survey data from 220 university students taking online courses. The results revealed that both social presence and cognitive presence have a significant effect on student engagement in online learning environments and are key influences in online learning. Interestingly, teaching presence did not directly impact student engagement, which implies that instructor facilitation may not be sufficient to increase active participation. These results emphasise the critical importance of supporting social interactions that are meaningful and deep cognitive engagement for maximising experiences for learning in virtual environments. This study provides insights for educators and course designers who want to increase engagement and enhance learning achievement in online education. In practice, developing strategies that enhance social and cognitive presence, including promoting peer collaboration and incorporating thought-provoking content, should be emphasised
An integration of expectation confirmation model and information systems success model to explore the factors affecting the continuous intention to utilise virtual classrooms
No full textAbstract Virtual classrooms have recently gained significant consideration in educational institutes and universities due to their potential to encourage and support students’ learning activities. Although recent research has focused extensively on online learning, virtual classrooms and the factors affecting their continuous use have garnered little attention, especially in Arab Gulf countries such as Saudi Arabia. Thus, this study integrates the expectation confirmation model and the information systems success model to assess the factors affecting students’ continuous intention to utilise virtual classrooms in higher education. We examined the effects of information quality, service quality, system quality, confirmation, perceived usefulness, and satisfaction on the continuous intention to utilise virtual classrooms. Data were collected from 441 students and analysed using structural equation modelling “SEM”. SEM is a powerful multivariate approach used increasingly in empirical investigation for evaluating and testing casual relationships. The results revealed that the proposed model demonstrated high explanatory power in explaining students’ continuous intention to utilise virtual classrooms (R2 = 0. 86). Additionally, information quality had a significant effect on confirmation and an insignificant effect on perceived usefulness. System quality affected perceived usefulness and confirmation. Contrary to our expectations, service quality had a significant negative effect on perceived usefulness and confirmation. Additionally, perceived usefulness and confirmation affected students’ satisfaction with using virtual classrooms, and satisfaction affected students’ continuous intention to utilise virtual classrooms. This study contributes to the literature by offering a holistic integrated model that increases the understanding of the factors influencing students’ continuous intention to utilise virtual classrooms, hence aiding in increasing their utilisation. Furthermore, it provides practical implications for enhancing students’ continuous intention to utilise virtual classrooms. Virtual classroom developers must focus on improving the system quality of virtual classrooms. According to our results, higher system quality led the students to perceive virtual classrooms as useful and confirmed their favourable experiences with virtual classrooms. Additionally, providing students with high information quality in virtual classrooms would enhance their confirmation experiences, leading to the continuous intention to utilise virtual classrooms
Examining Students’ Readiness toward Using Learning Management System at University of Ha’il: A Structural Equation Modelling Approach
No full textDuring the past two decades, many universities around the world have deployed various types of learning management systems (LMSs) to manage the learning and teaching process electronically. The rapid spread of the coronavirus disease at the start of the COVID-19 pandemic quickened educational systems’ shifting from face-to-face to online instruction. Blackboard is the most used LMS during this transition in Saudi Arabian universities, institutions, and higher education institutions. Although previous research has widely investigated students’ adoption of Blackboard, few studies have examined the factors affecting their readiness toward e-learning. The present study used the model of Student Online Learning Readiness (SOLR) as the primary framework for examining the factors that may affect students’ readiness toward using Blackboard. A survey was delivered to undergraduate and postgraduate students at the University of Ha’il to collect data, and a total of 196 responses were received. A two-step process in AMOS was applied to analyse the data. The study findings showed that technical, social, and communication competencies had a significant positive influence on the readiness of students toward using Blackboard LMS. The study outcomes will provide educators, designers, decision-makers, and practitioners with a deeper understanding of the factors that could influence students’ readiness toward using Blackboard and, thus, enhance the successful usage of the system
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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