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...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:Computers and education Ročník 63; s. 306 - 317
Hlavní autori: Padilla-Meléndez, Antonio, del Aguila-Obra, Ana Rosa, Garrido-Moreno, Aurora
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Elsevier Ltd 01.04.2013
Elsevier
Predmet:
Adoption (Ideas)
Blended Learning
College Students
Computer Attitudes
Gender
Gender Differences
Perceived playfulness
Statistical Analysis
Structural Equation Models
Student Attitudes
Technology acceptance model
Technology acceptance model
Gender
Blended learning
Perceived playfulness
ISSN:0360-1315, 1873-782X
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí: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.
ISSN:0360-1315
1873-782X
DOI:10.1016/j.compedu.2012.12.014