Effect of Cultural Values on Students' Adoption of Social Media for Collaborative Learning

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-04-30 DOI:10.1111/jcal.70051

Irum Alvi, Hager Khechine

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引用次数: 0

Abstract

Background

Collaborative learning, which emphasises cooperative group techniques, intersects with the evolving role of social media as a tool. Understanding how cultural values influence these dynamics is crucial for effectively integrating and utilising social media into collaborative learning environments.

Objective

This research aims to advance knowledge in collaborative learning by introducing a multidimensional approach to understanding the impact of espoused cultural values (ECV) on technology acceptance in the Indian context, using the unified theory of technology acceptance and usage (UTAUT) for collaborative learning.

Methods

The study employed a multivariate data analysis approach using raw data collected through a convenience sampling technique from 250 engineering students in Rajasthan, India. The study investigated the influence of ECV treated as a higher-order construct, on effort expectancy (EE), performance expectancy (PE), social influence (SI), facilitating conditions (FC) and students' intentions to use Facebook for collaborative learning. The analysis was performed using the partial least squares structural equation modelling (PLS-SEM) method with SmartPLS v3.2.9.

Results

The PLS-SEM analysis demonstrated significant impacts of ECV on EE, PE, FC and SI. To provide better insights, the lower-order constructs of ECV (i.e., uncertainty avoidance, power distance, masculinity/femininity and individualism/collectivism) that influenced the intent to use were also analysed. This research contributes to the understanding of factors that influence the adoption of collaborative learning tools and guides the development of tailored strategies for technology adoption.

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文化价值观对学生采用社交媒体进行协作学习的影响

协作学习强调合作小组技术，与社会媒体作为一种工具的不断发展的作用相交叉。了解文化价值观如何影响这些动态对于有效地将社交媒体整合和利用到协作学习环境中至关重要。本研究旨在通过引入一种多维方法来理解印度背景下所信奉的文化价值观（ECV）对技术接受的影响，并使用技术接受和使用统一理论（UTAUT）进行协作学习，从而提高对协作学习的认识。方法采用多元数据分析方法，采用便利抽样技术从印度拉贾斯坦邦250名工科学生中收集的原始数据。本研究考察了作为高阶构式的ECV对努力期望（EE）、表现期望（PE）、社会影响（SI）、促进条件（FC）和学生使用Facebook进行协作学习意愿的影响。分析使用偏最小二乘结构方程建模（PLS-SEM）方法与SmartPLS v3.2.9进行。结果PLS-SEM分析显示，ECV对EE、PE、FC和SI有显著影响。为了提供更好的见解，我们还分析了影响使用意图的ECV的低阶构念（即不确定性规避、权力距离、男性气质/女性气质和个人主义/集体主义）。本研究有助于理解影响采用协作学习工具的因素，并指导制定适合技术采用的策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope