ABSTRACT

Some platforms such as EDpuzzle, PlayPosit and HiHaHo, were developed to support interactive video-based learning. These programs enabled teachers to provide interactive ways to enhance students’ active engagement and participation with prerecorded video learning materials. However, little research has been done to investigate students’ intentions to use such video learning. In this study, a hypothesized model incorporated “perceived enjoyment” and “perceived attractiveness” into a Technology Acceptance Model (TAM) to explore the factors that influence elementary school students’ intentions to use interactive video learning supported by EDpuzzle. Data collected from 151 sixth-grade pupils at two elementary schools in North Taiwan via a questionnaire were tested against a hypothesized model by using structural equation modeling. Overall, this model predicted a 68.2% variance in behavioral intentions, and 76.4% of the students would have positive attitudes toward using EDpuzzle. The results indicated that perceived attractiveness and perceived enjoyment were determinants that should be considered in explaining elementary school students’ behavioral intentions of using EDpuzzle. Some valuable implications were discussed for researchers, practitioners and educators in understanding the determinants that could influence students to use interactive video learning in an elementary education setting.