Smart Mobile Learning Success Model for Higher Educational Institutions in the Context of the COVID-19 Pandemic

An explanatory study of factors influencing engagement in AI education at the K-12 Level: an extension of the classic TAM model

Artificial intelligence (AI) holds immense promise for K-12 education, yet understanding the factors influencing students' engagement with AI courses remains a challenge. This study addresses this gap by extending the technology acceptance model (TAM) to incorporate cognitive factors such as AI intrinsic motivation (AIIM), AI readiness (AIRD), AI confidence (AICF), and AI anxiety (AIAX), alongside human-computer interaction (HCI) elements like user interface (UI), content (C), and learner-interface interactivity (LINT) in the context of using generative AI (GenAI) tools. By including these factors, an expanded model is presented to capture the complexity of student engagement with AI education. To validate the model, 210 Chinese students spanning grades K7 to K9 participated in a 1 month artificial intelligence course. Survey data and structural equation modeling reveal significant relationships between cognitive and HCI factors and perceived usefulness (PU) and ease of use (PEOU). Specifically, AIIM, AIRD, AICF, UI, C, and LINT positively influence PU and PEOU, while AIAX negatively affects both. Furthermore, PU and PEOU significantly predict students' attitudes toward AI curriculum learning. These findings underscore the importance of considering cognitive and HCI factors in the design and implementation of AI education initiatives. By providing a theoretical foundation and practical insights, this study informs curriculum development and aids educational institutions and businesses in evaluating and optimizing AI4K12 curriculum design and implementation strategies.

e-Learning Evaluation Framework and Tools for Global Health and Public Health Education: Protocol for a Scoping Review

BACKGROUND

There has been a significant increase in the use of e-learning for global and public health education recently, especially following the COVID-19 pandemic. e-Learning holds the potential to offer equal opportunities, overcoming barriers like physical limitations and training costs. However, its effectiveness remains debated, with institutions unprepared for the sudden shift during the pandemic. To effectively evaluate the outcomes of e-learning, a standardized and rigorous approach is necessary. However, the existing literature on this subject often lacks standardized assessment tools and theoretical foundations, leading to ambiguity in the evaluation process. Consequently, it becomes imperative to identify a clear theoretical foundation and practical approach for evaluating global and public health e-learning outcomes.

OBJECTIVE

This protocol for a scoping review aims to map the state of e-learning evaluation in global and public health education to determine the existing theoretical evaluation frameworks, methods, tools, and domains and the gaps in research and practice.

METHODS

The scoping review will be conducted following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. The initial search was performed in PubMed, Education Resource Information Center, Web of Science, and Scopus to identify peer-reviewed articles that report on the use of evaluation and assessment for e-learning training. The search strings combined the concepts of e-learning, public health, and health science education, along with evaluation and frameworks. After the initial search, a screening process will be carried out to determine the relevance of the identified studies to the research question. Data related to the characteristics of the included studies, the characteristics of the e-learning technology used in the studies, and the study outcomes will be extracted from the eligible articles. The extracted data will then undergo a structured, descriptive, quantitative, and qualitative content analysis to synthesize the information from the selected studies.

RESULTS

 Initial database searches yielded a total of 980 results. Duplicates have been removed, and title and abstract screening of the 805 remaining extracted articles are underway. Quantitative and qualitative findings from the reviewed articles will be presented to answer the study objective.

CONCLUSIONS

This scoping review will provide global and public health educators with a comprehensive overview of the current state of e-learning evaluation. By identifying existing e-learning frameworks and tools, the findings will offer valuable guidance for further advancements in global and public health e-learning evaluation. The study will also enable the creation of a comprehensive, evidence-based e-learning evaluation framework and tools, which will improve the quality and accountability of global health and public health education. Ultimately, this will contribute to better health outcomes.

INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID)

DERR1-10.2196/49955.

The Learning Experience of Romanian Medical Students During the Online Teaching Imposed by the COVID-19 Pandemic

Introduction

The COVID-19 pandemic has disrupted many aspects of society, including medical education. In response to the pandemic, Romanian medical schools and universities have turned to online learning as a means of continuing instruction while maintaining social distancing protocols. While online learning in medical education was utilized prior to the pandemic, its widespread adoption has brought both challenges and opportunities to the field. The purpose of this study was to assess medical students' perception towards implementing E-learning during COVID 19 pandemic.

Material and Methods

This cross-sectional multicentric study comprised 611 medical students from several medical university centers from Romania. A self-developed questionnaire was online applied between January and March 2021 and used for the evaluation and analysis of perceived changes in teaching before and during the COVID-19 pandemic.

Results

Most students (n = 71.5%) considered that the pandemic had an overall negative impact on their professional development. A significant negative correlation (p < 0.01, for all), was observed between during COVID-19 pandemic and the level of medical training, motivation to learn, and level of self-confidence.

Conclusion

The shift to online learning during the pandemic decreased the psychological and professional development of medical students, resulting in a low perception of self-confidence, motivation, and practical involvement. However, there are many benefits brought by the use of electronic technologies for medical education both in Romania and in the world. These benefits should be systematically evaluated, and effective strategies should be developed to permanently improve the e-learning methods of these students.

An empirical investigation on actual usage of educational app: Based on quality dimensions and mobile self-efficacy

The intention of this research is to analyze the actual use of educational app by Chinese students for learning purpose. Based on DeLone & McLean (D&M) this study proposes and tests a research model which analyzes the actual use of educational apps using data collected from the 357 Chinese students. Structural equation modeling (SEM) was applied to examine the hypothesis. Findings specify that information quality, system quality, service quality, mobile self-efficacy, and personal innovativeness is considerably associated to intentions to use educational app which eventually influences actual usage of educational apps. Additionally, trust in educational apps strengthens the connection between intentions to use educational apps and actual use of educational apps by students for learning purposes. However, the perceived risk indicated an insignificant association between intention to use educational apps and actual use of educational apps. This study contributes to DeLone & McLean (D&M) model by examing the moderating role of perceived risk, trust in an educational app.

The influence of accounting information system adoption on business performance amid COVID-19

The previous decade witnessed the dynamic progress that information systems (ISs) brought about in business performances. In this regard, an effective and efficient organization reflects heightened performance through the use of financial systems like the Accounting Information System (AIS) as the system automates the processes and improves efficiencies. In the current times, AIS has been the reason behind the optimum performance of businesses, with past studies evidencing its successful role dependent on critical success factors. Hence, the primary aim of this study is to evaluate AIS through the use of De Lone and Mc Lean's information sys-tem model (DM ISM) among Sudanese banks. The system focuses on critical factors including information quality, system quality, service quality, system usage and user satisfaction and their effects on the performance of banks in Sudan. Accordingly, this study made use of self-administered survey questionnaire to collect data from 103 AIS user, after which PLS-SEM was employed for data validation. The findings supported the significant effects of system and information quality on system usage but not services quality. Also, AIS use was found to significantly affect the performance of business. The study contributed to literature concerning IS in light of AIS benefits determinants, and it validated the proposed model among firms in Sudan. In effect, the study has both theoretical and practical significance, and it provided limitations, implications and future studies recommendations.

The Use of a Technology Acceptance Model (TAM) to Predict Patients' Usage of a Personal Health Record System: The Role of Security, Privacy, and Usability

Personal health records (PHR) systems are designed to ensure that individuals have access and control over their health information and to support them in being active participants rather than passive ones in their healthcare process. Yet, PHR systems have not yet been widely adopted or used by consumers despite their benefits. For these advantages to be realized, adoption of the system is necessary. In this study, we examined how self-determination of health management influences individuals' intention to implement a PHR system, i.e., their ability to actively manage their health. Using an extended technology acceptance model (TAM), the researchers developed and empirically tested a model explaining public adoption of PHRs. In total, 389 Saudi Arabian respondents were surveyed in a quantitative cross-sectional design. The hypotheses were analysed using structural equation modelling-partial least squares (SEM-PLS4). Results indicate that PHR system usage was influenced by three major factors: perceived ease of use (PEOU), perceived usefulness (PU), and security towards intention to use. PHR PEOU and PHR intention to use were also found to be moderated by privacy, whereas usability positively moderated PHR PEOU and PHR intention to use and negatively moderated PHR PU and PHR intention to use. For the first time, this study examined the use of personal health records in Saudi Arabia, including the extension of the TAM model as well as development of a context-driven model that examines the relationship between privacy, security, usability, and the use of PHRs. Furthermore, this study fills a gap in the literature regarding the moderating effects of privacy influence on PEOU and intention to use. Further, the moderating effects of usability on the relationship between PEOU, PU, and intention to use. Study findings are expected to assist government agencies, health policymakers, and health organizations around the world, including Saudi Arabia, in understanding the adoption of personal health records.

The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education

Technology in higher education now includes a substantial amount of mobile learning (M-learning). M-learning also enables students to use the internet and technology for research, teamwork, and idea sharing. Additionally, in order to use M-learning systems, both students and teachers must accept M-learning. However, not enough research has been done in Saudi Arabia to determine how satisfied students are with their real use of mobile learning for educational purposes. As a result, the current study intends to investigate students' behavioral intentions to utilize mobile learning, their happiness with the technology, as well as their impressions of how they actually use mobile learning systems. Therefore, this study aimed to develop a new model by integrating social cognition theory and the technology acceptance model to better understand the elements that influence the adoption of mobile learning in higher education (TAM). The majority of the information was gathered through a survey, with 412 university students' randomly assigned questionnaires. The data analysis tools utilized were SPSS and Smart-PLS3.3.3. The studies proposed research model could, according to the study's findings, account for 52.5% of the variation in how mobile learning systems were actually used. This information is crucial for understanding how social and educational technology factors affect the actual use of mobile learning systems. With only two hypotheses being rejected, this study created a new model that supported 16 of them. The findings indicated a beneficial relationship between 10 social and educational technology elements. The findings also indicated a favorable impact on students' behavioral intentions to use and student happiness, which favorably impacts the actual use of M-learning in higher education. In order to improve students' academic performance via mobile learning, social cognitive theory and the TAM model are combined as a consequence of the study's empirical results. Therefore, we encourage students to collaborate with their colleagues at higher education institutions and use M-learning in their classrooms.

The Role of Personality and Top Management Support in Continuance Intention to Use Electronic Health Record Systems among Nurses

This study examines nurses' Continuance Intention (CI) to use electronic health records (EHRs) through a combination of three conceptual frameworks: the Unified Theory of Acceptance and Use of Technology (UTAUT), the theory of expectation-confirmation (ECT), and the Five-Factor Model (FFM). A model is developed to examine and predict the determinants of nurses' CI to use EHRs, including top management support (TMS) and the FFM's five personality domains. Data were collected from a survey of 497 nurses, which were analyzed using partial least squares. No significant relationship was found between TMS and CI. The study revealed that performance expectancy significantly mediated the influences of two different hypotheses of two predictors: agreeableness and openness to testing CI. A significant moderating impact of conscientiousness was found on the relationship between performance expectancy and CI and the relationship between social influence and CI. The findings of this study indicated that rigorous attention to the personality of individual nurses and substantial TMS could improve nurses' CI to use EHRs. A literature gap was filled concerning the mediating effects of performance expectancy on the FFM-CI relationship, and the moderation effects of Conscientiousness on UTAUT constructs and CI are another addition to the literature. The results are expected to assist government agencies, health policymakers, and health institutions all over the globe in their attempts to understand the post-adoption use of EHRs.

Evaluating the D&M IS Success Model in the Context of Accounting Information System and Sustainable Decision Making

The Accounting Information System (AIS) is generally employed for the automation of operational processes and the enhancement of company efficiencies, but more recently, AIS developments have had a great effect on the process of sustainable decision-making among organizations. However, previous research on the AIS and its capabilities attributed its success to critical success factors. Therefore, in the current work, De Lone and Mc Lean’s Information System (D&M IS) Success Model is evaluated in terms of AIS in Jordanian organizations. The current study primarily aimed to determine the influence of system quality, service quality, information quality, system use and user satisfaction on AIS use, which is argued to eventually enhance the quality and sustainability of decision-making. The study employed a quantitative approach using a self-administered questionnaire for data collection involving 101 decision-makers who are familiar with AIS usage. Following the collection of data, it was validated using Structural Equation Modeling (SEM)—PLS. Based on the obtained results, system quality and information quality significant affected system use, but service quality did not. In turn, AIS was found to have a significant effect on user satisfaction. Furthermore, system use and user satisfaction had positive effects on AIS, which eventually affected the sustainability of decision-making, representing the net AIS benefits. The study contributes to existing IS literature, particularly in the field of determining the factors that influence the AIS net benefits, with the proposed model validated in Jordanian organizations using AIS. The study can be used as a guide to shed light on the importance of AIS and it also provides implications, limitations and opportunities for future studies.

Actual Use of Mobile Learning Technologies during Social Distancing Circumstances: Case Study of King Faisal University Students

The most current highly infectious disease, which has become a global health challenge permeating entire sectors of society, is COVID-19. In the education sector, the transmission of COVID-19 has been curbed through the closure of institutions and the facilitation of online learning. The main objective of this study was to propose an integrated model of the unified theory of acceptance and use of technology combined with the DeLone and McLean model, to examine the influence of quality features, namely, performance expectancy (PE), effort expectancy (EE), facilitating conditions (FC), and social influence (SI), on the intentions and satisfaction of users toward mobile learning (m-learning) use in the context of Saudi learning institutions. The study obtained m-learning user data using an online questionnaire, after which the data were exposed to partial least squares structural equation modeling to test the proposed research model. The findings supported the influence of PE, EE, and FC on intention toward m-learning use but did not support the significant influence of SI. Moreover, system, intention, and user satisfaction were found to positively and significantly influence m-learning-system usage, with system, information, and service quality being top drivers of such user intention and satisfaction. The results reflect the required information concerning the strategies of higher institutions to enhance m-learning-system acceptance among students, with general implications for learning acceptance and usage.

Exposure Detection Applications Acceptance: The Case of COVID-19

The pandemic's context is rife with numerous dangerous threats and high fear levels, influencing human decision-making. Such characteristics are identified by investigating the acceptance of exposure detection apps from the technology acceptance model (TAM) perspective. This study purposed a model to investigate protection technology acceptance, specifically exposure detection apps in the context of COVID-19. Quantitative study approach and a cross-section design targeted 586 participants from Saudi Arabia. As the study model is complex, the study hypotheses were analysed using the structural equation modelling-partial least squares (SEM-PLS3) approach. The findings support the entire model hypothesis except the link between social media awareness and exposure detection apps' intention. Mediation of COVID-19 anxiety and influence was confirmed as well. The current paper contributes to the technologies acceptance domain by developing a context-driven model comprising the major pandemic characteristics that lead to various patterns of technology acceptance. This study also fills the literature gap regarding mediating effects of social influence and COVID-19 anxiety in the relationship between trust in government and exposure detection apps implementation, and between COVID-19 anxiety and exposure detection apps implementation, respectively. The results may assist government agencies, health policymakers, and health organisations in the wide world and specifically Saudi Arabia, in their attempts to contain the COVID-19 pandemic spread.

The Effect of Graded-Reading Websites/Applications on EFL Undergraduates’ Reading Comprehension during COVID-19 Pandemic

The COVID-19 pandemic has resulted in many educational changes, especially the shift towards the use of technology in all subjects. This longitudinal study was conducted to investigate the effect of learning environments—blended and online, alone and with graded-reading websites/applications—on the reading comprehension of Saudi undergraduates majoring in English during COVID-19 pandemic. In this study, 130 participants were selected (control: male [N = 21], female [N = 54]; or experimental: male [N = 21], female [N = 34]). Although the four gender-based groups were exposed to the same learning environments—first blended and later online, which were either partially or dependent on technology—only the male and female experimental groups were required to use graded-reading websites/applications for approximately 10 months during the COVID-19 school lockdowns. All participants took four tests (pretest, posttest 1, posttest 2, and delayed posttest). Using the SPSS program, the results indicated that the learning environments alone had a limited positive effect on the control groups’ reading comprehension in the short term, which either decreased significantly (male control group) or remained unchanged (female control group) in the long term. There were significant differences between all control groups and experimental groups across all tests (p < 0.000). However, the experimental male group outperformed their male counterpart across all posttests except for the second posttest: experimental male group mean was 15.43 whereas it was 16.19 for the control male group. However, combining learning environments and graded-reading websites/applications yielded gradual positive effects on the reading comprehension of the experimental groups in the short term, which continued into the long term for the male experimental group. The experimental groups outperformed the control groups on at least two out of three posttests. The study concluded that the effect of technology on the reading comprehension of Saudi male and female undergraduates is bounded by the type of specialized technology (i.e., reading websites/applications) and the applied learning environments (i.e., blended and online). Additionally, the study indicated that there is a need to investigate other important factors related to technology used in Saudi institutes, as well as its effects on students’ learning processes in ongoing changes in the education sector in Saudi Arabia.

Business Sustainability of Small and Medium Enterprises during the COVID-19 Pandemic: The Role of AIS Implementation

Small and medium enterprises (SMEs) are the pillars on which most businesses worldwide rest. Thus, without the support of qualified information systems, it can be very challenging for them to improve their performance and difficult for them to reach sustainability goals. Despite the essentiality of economic sustenance for a competitive advantage in the postmodern industrial era, Jordanian SMEs are hampered with multiple challenges, such as accounting information quality, which supports various organizational decisions. The prevalence of information technology (IT) optimizes accounting operations through accounting-based information. A computerized accounting system (accounting information system, or AIS) facilitates accurate reporting, processes large-scale transactions, and generates meaningful reporting for subsequent evaluation. Given the lack of AIS implementation in SMEs, despite its notable advantages, this study aims to investigate the AIS-implementation antecedents and their implications towards sustainable business performance among Jordanian SMEs. An integrated model was recommended based on the technology–organization–environment (TOE) framework and resource-dependency theory (RDT) for the incorporation of AIS-implementation elements and sustainable business performance into one model. A self-administered questionnaire was disseminated among 194 respondents within the context of Jordanian SMEs for data collection and evaluation using structural equation modelling (SEM). Based on the study outcomes, external pressure, compatibility, financial support, top management support (TMS), and external assistance significantly impacted AIS implementation, which subsequently catalyzed sustainable business performance. Such results could offer useful insights into how organizations could optimize AIS implementation for sustainable business performance and expand the current body of literature on IS- or IT-implementation antecedents and impacts. The implications of this study are that SMEs should develop effective AIS implementation in order to reach sustainability goals. Therefore, we recommend and encourage SMEs decision makers to utilize AIS for their businesses.