Challenges of E-Learning: Behavioral Intention of Academicians to Use E-Learning during COVID-19 Crisis

The COVID-19 crisis demanded that all educational activities should be performed virtually to follow social distancing guidelines. Therefore, there was a need to perform a research study to assess the effects of external factors on the perceived usefulness, ease of use of e-learning, and the further effect of these perceptions on attitude and intent to use e-learning by using the technology acceptance model (TAM) among academicians at higher education institutions in the Kingdom of Saudi Arabia. Methods: A cross-sectional study was conducted, and data were collected from 263 academicians across Saudi Arabia through an online survey questionnaire using a non-probability purposive sampling technique and analyzed and tested using the SPSS and Smart PLS software. Results: This study found that self-efficacy was positively associated with perceived usefulness at β = 0.143 and p < 0.05, but it had no association with perceived ease of use at β = 0.057 at p > 0.05. System accessibility had a significant and positive relationship with perceived usefulness and perceived ease of use at β = 0.283, β = 0.247, and p < 0.01, respectively. Self-efficacy had a positive effect on perceived usefulness, whereas the subjective norm had no relationship with perceived usefulness and perceived ease of use at β = −0.065 and β = −0.012 at p > 0.05, respectively. Perceived ease of use and perceived usefulness were positively related to attitude towards use, which has a significant influence on intention to use e-learning. Conclusion: Perceived ease of application is the most significant factor (β = 0.556) in developing the attitude among academicians to practice e-learning, followed by perceived usefulness (β = 0.262). Moreover, it can be concluded that system accessibility has a stronger influence on developing perception among academicians about the expediency and ease of application of e-learning than self-efficacy.

Acceptance of online distance learning (ODL) among students: Mediating role of utilitarian and hedonic value

Nowadays, the teaching methods are changed from offline to online primarily for the advent of the internet facility. The Industrial Revolution 4.0 ("Education 4.0") stresses offering online courses at the university level. The study aims to find out the factors influencing students' intentions to admit to online distance learning courses. In addition, the study wanted to establish the utilitarian and hedonic value construct in mediating the association between attitude and intention. Based on an intensive literature survey, an extended Technology Acceptance Model was proposed including some cognitive and technology-specific factors to test empirically. This is a quantitative study with an exploratory and descriptive scope and cross-sectional design. The information was gathered by applying the convenience sampling method from 293 Malaysian students who participated in anonymous surveys. The obtained data were analyzed using structural equation modeling applying AMOS 21 version. The study reveals that hedonic value, utilitarian value, perceived ease of use, and attitude except for perceived usefulness, affect behavioral intention to accept online distance learning courses except for perceived usefulness construct. The antecedents of utilitarian value are perceived fees, attitude, perceived usefulness, and perceived ease of use, whereas the antecedents of hedonic value are perceived fees, attitude, and perceived usefulness, except for perceived ease of use. Finally, self-efficacy affects perceived ease of use, perceived usefulness, and attitude towards joining online distance learning courses. This study's conclusions will benefit all stakeholders in the education system who are considering or have already adopted e-learning.

A study of factors influencing Chinese college students' intention of using metaverse technology for basketball learning: Extending the technology acceptance model

Introduction

Based on the expansion of flow constructs based on the TAM model, this study assesses the impact of metaverse technology in college basketball courses.

Methods

We surveyed 849 effective samples using an online questionnaire survey, verified our analysis using structural equation modeling, and examined the moderating effect of gender on the path relationship.

Results

The perceived ease of use, the flow experience, and the perceived usefulness of the product are important predictors of behavioral intention. According to the study, perceived usefulness, and flow experience influence attitudes significantly. A moderating effect of gender is observed on perceived ease of use on the path to behavioral intention, and the results extend the theoretical research on the use of metaverse technology for basketball instruction and TAM.

Discussion

A metaverse-based learning experience can enhance the flow experience of basketball learning, thus increasing the willingness to use and the effectiveness of learning.