学生对视频讲座的接受:技术接受模型(TAM)的扩展

Nur Hidayah Md Noh, Nur Idalisa, Sarah Yusoff, Balkiah Moktar
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引用次数: 0

摘要

自2019冠状病毒病出现以来,虚拟学习已成为高等教育机构的常态。视频讲座已经成为学者传授远程教育课程的一个有用工具。此外,通过视频讲课,即使在大流行的情况下,也能保证教育系统的正常运行。因此,本研究旨在以网络自我效能感和学习者-内容互动为扩展变量,扩展技术接受模型(TAM)来评估大学生对视频讲座的接受程度。通过偏最小二乘-结构方程模型(PLS-SEM)对390名学生的数据进行了分析。结果表明,网络自我效能感和学习者-内容互动都是决定视频讲座接受度的重要因素,TAM中所有路径关系均显著。与网络自我效能感相比,学习者-内容互动对视频讲座感知有用性的影响更大。这表明学习者与内容之间的互动对于决定视频讲座的接受程度是重要的,教育者应该使视频讲座简短而引人入胜,以便学生喜欢使用它们。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Student’s Acceptance of Video Lecture: An Extension of the Technology Acceptance Model (TAM)
Since the emergence of COVID-19, virtual learning has been the norm at institutions of higher education. Video lecture have emerged as a useful tool for academics in delivering distance education courses. Furthermore, video lecture are expected to keep the educational system running smoothly despite the pandemic. Therefore, the purpose of this study is to assess university students' acceptance of video lecture by extending the Technology Acceptance Model (TAM) with internet self-efficacy and learner-content interaction as the extended variable. Data from 390 students were gathered and analysed by Partial Least Squares-Structural Equation Modelling (PLS-SEM). The result shows that both internet self-efficacy and learner-content interaction plays an important role to determine the acceptance of video lecture and all path relationships in TAM were significant. Compared to internet self-efficacy, learner-content interaction have a bigger impact on the perceived usefulness of video lecture. This demonstrates that interaction between the learner and the content is important in deciding the acceptance of video lecture, and that educators should make video lecture brief and engaging so that students would enjoy using them.
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