Assessing Factors Affecting Students’ Acceptance and Usage of X-Space Based on UTAUT2 Model

To prepare for the delivery of new Bachelor of Science units in collaborative learning spaces, academic and professional staff at Queensland University of Technology piloted an academic development program over the period of a semester. The program was informed by Rogers' theory of innovation and diffusion (2003) and structured according to Wilson's framework for faculty development (2007). Through a series of workshops and group mentoring activities, the program modelled inquiry-based learning in a collaborative learning space, and the participants designed and practiced the delivery of teaching activities. This paper provides a preliminary evaluation of the effectiveness of the pilot based on survey responses from participants, notes from the development team who coordinated the program and audience feedback from the final showcase session. The design and structure of the program is discussed as well as possible future directions.

This study aimed to investigate tourists’ intentions regarding the adoption of AI-enhanced tour guide apps. Variables such as effort expectancy, performance expectancy, social influence, facilitating conditions, and hedonic motivation from the Unified Theory of Acceptance and Use of Technology (UTAUT2) model were utilised to assess the acceptance of AI-enhanced tour guide apps. The data was collected online from adults aged ‘18 and above’ in the United States, using a market panel company. A dataset of 525 participants was utilised for the research. SPSS was utilised for conducting frequency and factor analysis, while SmartPLS-4 was employed for carrying out structural equation testing. To ensure the validity and reliability of the research, exploratory factor analysis, correlation analysis, and discriminant validity analyses were initially performed. The study findings highlight that the acceptance of AI-enhanced tour guide apps among tourists, as framed within the UTAUT2 model, is significantly influenced by performance expectancy, facilitating conditions, and hedonic motivation. Gender and age did not moderate the relationship between effort expectancy, performance expectancy, social influence, facilitating conditions, hedonic motivation, and usage intentions to use AI-enhanced tour guide apps.

An agent-based modeling approach to collaborative classrooms evacuation process

Investigation about technology acceptance (TA) remains one of the most important research field in information system literature, but the “founding father models” originated the notion of TA in a completely different scenario. We argue that, in a world where IT artifacts disseminate thanks to—and not only because of—unprecedented social media penetration, the TA models must be revisited and upgraded. In this paper, the construct of trust plays a central role, because it allows the acknowledgement of the influencing role played by institutions and organizations that have reached a credible and sustainable presence in the information technology market. We started from the TAM and UTAUT models, as departing platforms of TA models, being the mostly widely cited in the recent literature. This paper defines and explores the theoretical contribution of technology-mediated trust, as a new moderating factor adding value to the UTAUT model. Implications for future empirical research are finally presented.

Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning spaces within MOOCs and proposes a social learning space grid that can aid MOOC designers to implement such spaces, considering the related requirements. Furthermore, it describes a MOOC case study incorporating three collaborative and social learning spaces and discusses challenges faced. Interesting lessons learned from the case give an insight on which spaces to be implemented and the scenarios and factors to be considered.

The focus of the study was to critically investigate how the use of ICT in classroom pedagogy could influence social change and recalibrate pedagogical and learning spaces in selected primary schools in Harare District, Zimbabwe. The study was grounded in the interpretive research paradigm. It adopted a qualitative research approach and employed phenomenology as the research design informing the study because of its emphasis on subjective meanings already present in the social world and its ‘take’ that the world is a constant construct by participants. Three qualitative data collection methods, namely in-depth interviews, focus group discussions and lesson observations were adopted in the study. The study was conducted at five selected primary schools in the Harare district from which ten (10) (5 male and 5 female) participants were purposively selected based on their presumed knowledge about the phenomenon under exploration. Thematic analysis technique was used to make sense of the data. The study established that the majority of participants appreciated the use of ICT in classroom pedagogy as they indicated that it is now the new way of conducting classroom business. Additionally, it was found that an enabling atmosphere for ICT integration in classroom pedagogy was created by the union of eager students and teachers who are prepared to embrace ICTs. The study concluded that ICT training workshops should be facilitated by the Ministry of Primary and Secondary Education in order to equip teachers with the necessary ICT skills, aptitudes and competencies for classroom instruction. The study also, recommends that the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development should make ICT an examinable curriculum learning area in order to ensure that aspiring teachers take it seriously and improve their ICT exit skills. It is thought that these ICT abilities will equip teachers with requisite skills for teaching. The study also urges the government to collaborate with non-governmental organisations to support ICT integration in teaching and learning in schools. On their part, schools are recommended to partner with other stakeholders and engage in income-generating projects so as to mobilise financial resources to procure and install infrastructure required for supporting ICT integration in pedagogy.

This paper discusses the philosophy behind utilizing blogs to engage Postgraduate learners at the College of Fine Arts (COFA) University of New South Wales (UNSW). Digital diaries (Gleaves, Walker & Grey, 2007) were established to enable a reflexive and collaborative space in which students could discuss and reflect on their personal experiences while completing a compulsory arts industry Internship. The virtual learning environment (VLE) through my eLearning Vista allowed for a range of asynchronous communication initially in the discussion forum (DF) for these online learners to increase student engagement while completing their internship. The DF did allow students to collaborate and discuss their work practices in the arts industry it however, did not offer students the reflective learning space that a digital blog diary could provide. It will be argued that blogs are effective teaching and learning tool for engaging students proactively in a collaborative learning space in higher education.

ObjectiveClinical education and collaboration are critical components of developing student physical therapists (SPTs) into safe and competent clinicians. While students may find themselves in various settings upon entering the workforce, working alongside a physical therapist assistant (PTA) is highly likely. With the rise in demand for therapy services, realistic and comprehensive training in SPT-SPTA (student PTA) collaboration is needed to support quality health care.ModelA student-run pro bono clinic hosted within a Midwestern DPT Program uses a peer-to-peer model that provides the space for collaborative learning between SPTs and SPTAs. Serving as a clinical rotation site for 4 weeks, the pro bono clinic schedules an SPTA alongside a pair of SPTs.DiscussionSPTs gain early experience in decision-making related to delegating tasks to SPTAs with various skill levels, engaging in intraprofessional communication and reporting improvements in confidence levels. Qualitative reporting from the SPTAs and their host institution’s faculty indicate that the team approach to learning has become a preference among their students. Furthermore, students feel more comfortable learning and working with fellow young professionals, showing more significant interactions with clients and more opportunities for clinical growth.Clinical relevanceThis model combines two previously described beneficial approaches to learning: a program attached pro bono clinic and a PT/PTA team learning environment. Integrating these concepts may catalyze intraprofessional education of SPTs and SPTAs.

Academic procrastination is a common problem among postgraduate students, one that has caused negative consequences that cannot be ignored. Therefore, finding out how to effectively eliminate academic procrastination behavior has become an essential task in educational practice. Based on the use of Self-Determination Theory (SDT) to explore the relationship between the perceived supervisor support and academic procrastination of postgraduate students, a total of 448 questionnaires were gathered from postgraduate students across China. The results showed significant correlations between the perceived supervisor support, basic psychological needs satisfaction, learning engagement, and academic procrastination of postgraduate students. The relationship between the perceived supervisor support and academic procrastination of postgraduate students was mediated by basic psychological needs satisfaction and learning engagement. Additionally, basic psychological needs satisfaction and learning engagement played a chain-mediating role between the perceived supervisor support and academic procrastination of postgraduate students. The findings of this study contributed to the enhancement of the interaction between supervisors and students in higher education and improving the quality of postgraduate education.

Aims: The study aims to comprehensively explores Mobile Banking Revolution in Odisha by utilizing the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model to analyze the behavioral matrix of individuals' adoption and usage patterns. It also aims to provide insights on what motivates people to use mobile banking services and what keeps them using it.
 Sample: Data on individuals’ demographic, including gender, age, and education, were recorded using descriptive parameters. 200 from 220 questions that were handed out were returned in complete form. But 192 surveys were reliable enough to use in the statistical analysis.
 Study Design: The study employs a quantitative research approach to investigate the adoption of mobile banking services in the context of India's financial sector.
 Place and Duration of the Study: Sample: Residents of Odisha. Between February 2023 to June 2023.
 Methodology: The study sampled 192 Odisha residents who used m-banking services as respondents using a questionnaire survey. SmartPLS software was used to analyse the primary data that had been gathered.
 Results: All the factors have significant relation with intention in adoption. The application of the UTAUT2 model was demonstrated within the framework of the investigation.
 Conclusion: This study focused on the state of Odisha and explored the rapidly changing environment of mobile banking usage in the context of India's financial industry. The study investigated the complex web of factors that influence consumers' behavioural intents and actions in accepting mobile banking services via the perspective of the expanded Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model.
 Recommendation: Through the UTAUT2 model, this study greatly advances our knowledge of the behavioural aspects of India's mobile banking boom. Its recommendations can help researchers, financial institutions, and policymakers maximise mobile banking's potential for widespread adoption and greater financial inclusion.

Over the past several years, we have taught a graduate level gross anatomy course using prosected cadavers. The laboratory component of the course constituted instructor‐led demonstrations of the anatomical structures. To create a more engaging and active learning environment, we developed a new teaching strategy that allowed students to construct their own anatomical knowledge through cooperative discovery‐ learning exercises. In the new method, instructors tagged structures on the cadavers prior to the laboratory sessions and then students worked in small groups to identify the tagged structures. We then compared the two methods by assessing both students’ learning and attitude. Four traditional demonstration sessions were alternated with 4 active learning sessions. Each lab session was followed by a short practical identification quiz. A survey was administered to evaluate students’ attitudes. Quiz scores were significantly higher following active learning sessions (mean score 54 vs 38) and continued to improve as students became more effective learners. The survey clearly showed a unanimous preference of the improved design. Structured exercises that emphasized kinesthetic manipulation of the anatomical specimens in conjunction with a cooperative learning environment advanced the learning process significantly and provided the motivation for advanced self‐learning.Grant Funding Source: none

One of the most dramatic changes in the last three decades has been the rapid development of Information Technology (IT). IT has gradually found its way into business, industry and into the classroom through computers and computer-related technologies. But, despite the heavy investment in IT, it has been observed that the existence of these technologies does not automatically translate to their acceptance. Hence, many models and theories have tried to explain the contributing factors in technology acceptance; however, most of these models and theories have focused on technology-related factors like ease of use, perceived usefulness and facilitating conditions. In this paper, we present user's academic discipline as a non technology-related factor that affects ITacceptance. We formulated a new model of technology acceptance — Academic Discipline based Unified Theory of Acceptance and Use of Technology (ADUTAUT) adapted from UTAUT model. We validated the model on Electronic Library System (ELS) using 116 students of different academic disciplines with regards to their acceptance of the ELS and the factors that influences acceptance. The Structural Equation Model (SEM) analysis shows that the variables influencing acceptance vary between the three academic disciplines considered (Art and Science, Engineering and Social Science.). This means that different academic discipline may have different effects on users' technology acceptance. This study is useful to school managers, bank managers and other IS designers that make decisions about IS that is used by people of different academic discipline.

We are now living in a world where one can download information onto smaller laptops, notebooks, and even cell phones. This opens the school library to the wide world, and, for school librarians, it requires them to rethink their role in the lives of students. Loertscher et al in their The New Learning Commons: Where Learners Win! Reinventing School Libraries and Computer Labs describe a physical facility with a “completely flexible learning space where neither computers nor books get in the way.” (p. 11) This open, flexible space has two major functions, the Open Commons and the Experimental Learning Center. The central focus was to transform the idea of a library as a storage and retrieval space into a fresh new learning space. By opening up the space and using various movable pieces of furniture, the space could be re-arranged at any time of the school day to accommodate individuals, small groups, and large groups while balancing the need for quiet, purposeful group work, mobile technology, project-based learning, and even performance.

The aim of this study was to analyze the relationship between the impostor phenomenon (IP) and the academic behavior of stricto sensu postgraduate students in business area courses. Discussing the relationship between psychological variables and student academic behavior is a topic of interest as empirical evidence indicates that these variables affect the environment in which scientific research is developed. It is important to look for elements that help in understanding the IP in order to reduce its impacts on the performance, behavior, and feelings of students. Postgraduate students enrolled in stricto sensu courses may be refusing opportunities to advance in their professional careers and adopting behaviors that are discordant with those desired by universities because they feel like impostors in terms of their abilities. Besides the relevance of the relationships analyzed, this research also uses the Meurer and Costa Scale of Academic Behaviors - Stricto Sensu (MCSAB-SS), which can measure academic behaviors displayed in Brazilian postgraduate courses, enabling the development of new investigations into the topic. The population includes postgraduates enrolled in 2018 in academic master’s, professional master’s, and academic doctorate courses in administration, accounting, and economics, known as the business area. The data collection was operationalized via a survey carried out online, which obtained 1,816 valid participations. The data were analyzed using descriptive statistics, exploratory factor analysis, and the Spearman’s correlation. Higher levels of impostor feelings are positively associated with displays of counterproductive academic behaviors and are mostly negatively associated with academic citizenship behaviors. After identifying the IP in students, actions to minimize these feelings can be implemented, given that postgraduate students with the IP may not be engaging in the activities that permeate stricto sensu, thus damaging the climate and culture of cooperation needed in academia.

BACKGROUND:Academic plagiarism affects the ethical aspects of research and can be in relation with valid health information distribution. The aim of this research is designing, validating, and standardizing the plagiarism awareness questionnaire for awareness of plagiarism.MATERIALS AND METHODS:This study is cross-sectional and was done in medical sciences post-graduate students. Adaption, validity, and reliability were done. The validation population were 11 experts (one linguistics and ten medical library and information sciences). The reliability population includes 333 post-graduate students in Ahvaz Jundishapur University of Medical Sciences in 2022. Cultural adaption, face and content validity, reliability (exploratory and confirmed factor analysis), and correlation (Pearson coefficient) were checked using SPSS and Amos software ver24.RESULTS:Cultural adaption was confirmed based on the experts’ viewpoint using translation and re-translation. The CVR was 0.81, and content validity was confirmed. Exploratory factor analysis was conducted for a model with six factors and 30 items. Confirmatory factor analysis confirmed a model with six factors and 28 items (items 3 and 29 were removed). Cronbach’s alpha was 0.86. The plagiarism awareness model (PAM) has six factors, “authenticating”, “citing”, “understanding”, “insight”, “paraphrasing”, and “attitude”, which can explain 54.353% of variances. IFI = 0.759, CFI = 0.755, NFI = 0.717, AGFI = 0.789, GFI = 0.826, and RMSEA = 0.073, and the PAM model was confirmed. The results of Pearson correlation showed a significant correlation between all factors.CONCLUSION:The PAM model has six factors and 28 items and was confirmed for plagiarism awareness study. This model can be considered by managers and can be used in health promotion research studies.PAPER TYPE:Research Article.