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Determinants of Freshmen Behavioral Intention and Use Behavior of Ubiquitous Learning in Chengdu, China: A Case of Three Universities |
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| รหัสดีโอไอ | |
| Creator | Jia Cheng |
| Title | Determinants of Freshmen Behavioral Intention and Use Behavior of Ubiquitous Learning in Chengdu, China: A Case of Three Universities |
| Publisher | Assumption University Press |
| Publication Year | 2567 |
| Journal Title | AU-GSB e-Journal |
| Journal Vol. | 17 |
| Journal No. | 2 |
| Page no. | 133-143 |
| Keyword | Ubiquitous Learning, Perceived Usefulness, Social Influence, Behavioral Intention, Use Behavior |
| URL Website | http://www.assumptionjournal.au.edu/index.php/AU-GSB/article/view/7644 |
| Website title | AU-GSB e-Journal |
| ISSN | 1906-3296 |
| Abstract | Purpose: This study aims to explore the factors that influence first-year students behavioral intention and use behavior when using ubiquitous learning in Chengdu, Sichuan Province. The key variables are understanding u-learning, assimilating u-learning, applying u-learning, perceived usefulness, e-learning motivation, social influence, behavioral intention, and use behavior. Research design, data, and methodology: Quantitative methods and questionnaires were used to collect sample data from the target population. The sampling methods are purposive, quota, and convenience sampling. The index of item-objective congruence and Cronbach's Alpha pilot tests were used to test the validity and reliability of the content before the questionnaire was distributed. Confirmatory factor analysis and structural equation model were used to analyze the data, verify the model's goodness of fit, and confirm the causal relationship between variables for hypothesis testing. Results: The findings indicate that the conceptual mel can effectively predict behavioral intention and usage behavior. Assimilating u-learning, applying u-learning significantly influence perceived usefulness. Perceived usefulness, e-learning motivation, social influence significantly influences behavioral intention towards use behavior. In opposite, understanding u-learning has no significant influence on perceived usefulness. Conclusions: It is found that the conceptual model of this study can predict and explain the behavioral intent and usage behavior of college students when using u-learning. |
