دورية أكاديمية
Extending Technology Acceptance Model to Higher-Education Students' Use of Digital Academic Reading Tools on Computers
| العنوان: | Extending Technology Acceptance Model to Higher-Education Students' Use of Digital Academic Reading Tools on Computers |
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| اللغة: | English |
| المؤلفون: | Lin, Yupeng (ORCID |
| المصدر: | International Journal of Educational Technology in Higher Education. 2023 20. |
| الإتاحة: | BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reading Processes Usability Prediction Student Attitudes Academic Achievement Cooperative Learning Self Efficacy Academic Language Educational Benefits Computer Software College Faculty College Students Technology Uses in Education Negative Attitudes Positive Attitudes Instructional Design |
| DOI: | 10.1186/s41239-023-00403-8 |
| تدمد: | 2365-9440 |
| مستخلص: | Digital academic reading tools on computers bring multiple benefits to higher-education students. Through structural equation modeling methods, this study contributes to the following findings: (1) Perceived ease of use, perceived usefulness, and lecturers' positive responses significantly predict students' positive attitudes toward digital academic reading tools on computers; (2) perceived ease of use, lectures' positive responses, and expectations of academic achievement are significantly positive predictors of students' perceived usefulness of these tools; (3) attitudes and expectations of academic achievement significantly predict students' positive intentions to use these tools; (4) academic experience significantly predicts students' negative attitudes toward these tools; (5) perceived ease for collaborative learning and self-efficacy are significantly positive predictors of students' perceived ease of using these tools. Findings in this study may contribute to understanding the external factors influencing students' acceptance and use of digital academic reading tools on computers with a substantial explanatory power of the proposed model (R[superscript 2] = 64.70-84.20%), which may benefit researchers, instructors, students, and technology designers. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1381450 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 2365-9440 |
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| DOI: | 10.1186/s41239-023-00403-8 |