Exploring Students’ Acceptance of Using Mobile Device-based Student Response System in Classrooms

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Authors

Simon Wong, aHong Kong Community College, The Hong Kong Polytechnic University, Hong Kong ; Adam Wong, bSchool of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong ; John Yeung, Data Science Academy, Hong Kong

JILR Volume 30, Number 1, 2019 ISSN 1093-023X

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Abstract

This study adopts quantitative approach to compare the students’ perceptions in terms of perceived usefulness (PU) and perceived ease of use (PE) of using mobile device-based student response system (SRS) and to investigate the difference in the effects of contributing factors on the students’ perceptions at two higher education institutions in Hong Kong. Seventy-eight students were sampled from the two institutions which represent students at their early and final stages of study. The significance of this study is that its findings can help the education management to implement mobile device-based SRS for learning in classrooms at different stages of study. An online survey was conducted to capture the students’ perceptions and their contributing factors. The Kruskal-Wallis test results showed that there was no significant difference between the students’ perceptions in these two institutions. Multiple regression analysis was then performed to investigate whether other factors that contribute to PU and PE, as those in combining Park, Nam and Cha’s (2012) and Venkatesh and Davis’ (2000) models, are different in the two groups. The results revealed that the effect of PE on PU and the effect of self-efficacy on PE were larger at the early stage of study.

Citation

Wong, S., Wong, A. & Yeung, J. (2019). Exploring Students’ Acceptance of Using Mobile Device-based Student Response System in Classrooms. Journal of Interactive Learning Research, 30(1), 45-64. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/p/174264.

© 2019 AACE