Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario
The importance of technology for education is increasing year-by-year at all educational levels and particularly for Universities. This paper reexamines one important determinant of technology acceptance and use, such as perceived playfulness in the context of a blended learning setting and reveals...
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| Vydané v: | Computers and education Ročník 63; s. 306 - 317 |
|---|---|
| Hlavní autori: | , , |
| Médium: | Journal Article |
| Jazyk: | English |
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Elsevier Ltd
01.04.2013
Elsevier |
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| ISSN: | 0360-1315, 1873-782X |
| On-line prístup: | Získať plný text |
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| Abstract | The importance of technology for education is increasing year-by-year at all educational levels and particularly for Universities. This paper reexamines one important determinant of technology acceptance and use, such as perceived playfulness in the context of a blended learning setting and reveals existing gender differences. After a literature review on the mentioned topics, some statistical analysis, such as difference between means and structural equation modeling, were run with a sample of 484 students. The main contribution of this study is to provide evidence that there exist gender differences in the effect of playfulness in the student attitude toward a technology and the intention to use it. In females, playfulness has a direct influence on attitude toward using the system. In males, this influence is mediated by perceived usefulness. Some implications and conclusions are included.
► Perceived playfulness and gender differences are reexamined. ► Longitudinal data from 484 undergraduates are analyzed. ► There exist gender differences in attitude and intentions to use. ► In females, playfulness influences attitude toward using the system. ► In males, playfulness influences attitude mediated by perceived usefulness. |
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| AbstractList | The importance of technology for education is increasing year-by-year at all educational levels and particularly for Universities. This paper reexamines one important determinant of technology acceptance and use, such as perceived playfulness in the context of a blended learning setting and reveals existing gender differences. After a literature review on the mentioned topics, some statistical analysis, such as difference between means and structural equation modeling, were run with a sample of 484 students. The main contribution of this study is to provide evidence that there exist gender differences in the effect of playfulness in the student attitude toward a technology and the intention to use it. In females, playfulness has a direct influence on attitude toward using the system. In males, this influence is mediated by perceived usefulness. Some implications and conclusions are included. (Contains 3 figures and 10 tables.) The importance of technology for education is increasing year-by-year at all educational levels and particularly for Universities. This paper reexamines one important determinant of technology acceptance and use, such as perceived playfulness in the context of a blended learning setting and reveals existing gender differences. After a literature review on the mentioned topics, some statistical analysis, such as difference between means and structural equation modeling, were run with a sample of 484 students. The main contribution of this study is to provide evidence that there exist gender differences in the effect of playfulness in the student attitude toward a technology and the intention to use it. In females, playfulness has a direct influence on attitude toward using the system. In males, this influence is mediated by perceived usefulness. Some implications and conclusions are included. ► Perceived playfulness and gender differences are reexamined. ► Longitudinal data from 484 undergraduates are analyzed. ► There exist gender differences in attitude and intentions to use. ► In females, playfulness influences attitude toward using the system. ► In males, playfulness influences attitude mediated by perceived usefulness. |
| Audience | Higher Education Postsecondary Education |
| Author | Garrido-Moreno, Aurora del Aguila-Obra, Ana Rosa Padilla-Meléndez, Antonio |
| Author_xml | – sequence: 1 givenname: Antonio surname: Padilla-Meléndez fullname: Padilla-Meléndez, Antonio email: apm@uma.es – sequence: 2 givenname: Ana Rosa surname: del Aguila-Obra fullname: del Aguila-Obra, Ana Rosa – sequence: 3 givenname: Aurora surname: Garrido-Moreno fullname: Garrido-Moreno, Aurora |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1007847$$DView record in ERIC |
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| SubjectTerms | Adoption (Ideas) Blended Learning College Students Computer Attitudes Gender Gender Differences Perceived playfulness Statistical Analysis Structural Equation Models Student Attitudes Technology acceptance model |
| Title | Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario |
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