Online Information Review ( IF 3.1 ) Pub Date : 2021-03-04 , DOI: 10.1108/oir-08-2020-0348 Jung-Chieh Lee 1 , Liang Nan Xiong 2
Purpose
Numerous educational applications (APP) have been developed to assist traditional classroom teaching and student learning. APP quality plays a critical role in influencing students' learning behaviors. However, the role negative mindsets, especially computer anxiety, play in how APP quality affects student engagement remains unknown. To address the relationships among APP quality, computer anxiety and student engagement in an APP-based learning environment, we developed an extended information system (IS) success model that includes interface and instructor quality.
Design/methodology/approach
To empirically test the proposed model, we conducted a survey with a sample of 225 university students and examined the hypotheses using the partial least squares (PLS) method.
Findings
Computer anxiety was demonstrated to fully mediate the relationships between student engagement and interface quality and service quality and system quality. In addition, the instructor quality acts as a partial mediator of the relationship between computer anxiety and student engagement.
Originality/value
This study reveals the important mediating role of computer anxiety in APP-assisted learning and the special status of instructor quality and user experience in influencing student engagement. The findings of this study shed meaningful light on the practical implications for instructors and APP software developers.
中文翻译:
教育应用(APP)质量、计算机焦虑和学生参与之间的关系调查
目的
已经开发了许多教育应用程序(APP)来协助传统的课堂教学和学生学习。APP质量在影响学生的学习行为方面起着至关重要的作用。然而,消极心态,尤其是计算机焦虑,在 APP 质量如何影响学生参与度中所起的作用仍然未知。为了解决基于 APP 的学习环境中 APP 质量、计算机焦虑和学生参与之间的关系,我们开发了一个扩展信息系统 (IS) 成功模型,其中包括界面和教师质量。
设计/方法/方法
为了对所提出的模型进行实证检验,我们对 225 名大学生样本进行了调查,并使用偏最小二乘法 (PLS) 方法检验了假设。
发现
计算机焦虑被证明可以充分调节学生参与度与界面质量和服务质量与系统质量之间的关系。此外,教师素质在计算机焦虑和学生参与之间的关系中起到部分中介作用。
原创性/价值
本研究揭示了计算机焦虑在 APP 辅助学习中的重要中介作用,以及教师质量和用户体验在影响学生参与中的特殊地位。这项研究的结果为教师和 APP 软件开发人员的实际意义提供了有意义的启示。