Catalog Home Page

Chinese students' intentions to use the Internet-based technology for learning

Huang, F., Teo, T.ORCID: 0000-0002-7552-8497 and Zhou, M. (2019) Chinese students' intentions to use the Internet-based technology for learning. Educational Technology Research and Development, 68 . pp. 575-591.

Link to Published Version: https://doi.org/10.1007/s11423-019-09695-y
*Subscription may be required

Abstract

This large-scale study used the extended technology acceptance model to examine the different factors influencing Chinese university students’ intentions to use the Internet-based technology with a learning focus. Specifically, the subject norm was conceptualised as a three-dimensional construct consisting of teacher influence, peer influence and institutional support. The data were collected from 4561 university students from 16 universities in China. The results indicated that 64% of the variance in Chinese university students’ behavioural intentions were explained by their perceptions of ease of use and that the subjective norm significantly influenced their perceptions of the usefulness of the Internet-based technology with a learning focus. Perceived usefulness, perceived ease of use and the subjective norm significantly influenced students’ attitudes towards using the Internet-based technology with a learning focus. In addition, Chinese university students’ intentions to use the Internet-based technology with a learning focus were significantly influenced by attitude, perceived usefulness and the subjective norm. This study identified both theoretical and practical explanations for these relationships.

Item Type: Journal Article
Murdoch Affiliation: College of Arts, Business, Law and Social Sciences
Journal or Publication Title: Educational Technology Research and Development
Page Range: pp. 575-591
Publisher: Springer-Verlag
Copyright: © 2019 Association for Educational Communications and Technology
URI: http://researchrepository.murdoch.edu.au/id/eprint/49807
Item Control Page Item Control Page