Exploring the Influence of Perceived Usefulness and Perceived Ease of Use on Technology Engagement of Business Administration Instructors

International Journal of Asian Business and Management, Год журнала: 2024, Номер 3(2)

Опубликована: Апрель 30, 2024

The increasing prevalence of technology in educational settings, driven by advancements digital tools and changing pedagogical paradigms, has made its integration vital, particularly business education, to prepare students for success dynamic environments. pandemic further accelerated the adoption flexible learning modalities, emphasizing necessity increased adaptability resilience traditional environments, underscoring technology's indispensable role education. research methodology involves a quantitative descriptive design, utilizing surveys administered twenty-nine (29) faculty members Negros Oriental State University, Main Campus 1. study used statistics structural equation modeling. findings indicate strong agreement among respondents regarding usefulness ease teaching contexts, with mean scores reflecting high levels across various statements. Notably, instructors perceived as highly useful generally find easy use. However, cognitive challenges associated are acknowledged, concerning mental effort required. reveals widespread instructional purposes respondents, video conferencing, management systems, collaboration platforms being most commonly tools. Furthermore, analysis relationship between engagement utilization suggests that use do not significantly impact settings. recommendation is establish committees, implement clear standards, invest infrastructure, offer innovation incentives, foster openness avoid hesitancy, integrate into curriculum facilitate online collaboration, emphasize data privacy, build community partnerships, prioritize continuous evaluation.

Язык: Английский

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Digital technology: Level of replacement, amplification, and transformation of instructional practices among Filipino-American educators

International Journal of Research Studies in Education, Год журнала: 2025, Номер 14(5)

Опубликована: Фев. 16, 2025

Язык: Английский

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Gender and Age Dynamics in Future Educators' Attitudes toward AI Integration in Education: A Sample from State-managed Universities in Zamboanga Peninsula, Philippines

Deleted Journal, Год журнала: 2025, Номер 4, С. 668 - 668

Опубликована: Фев. 18, 2025

Gender and age are critical factors in understanding attitudes toward artificial intelligence (AI) education, yet limited research has directly explored their influence on teacher aspirants’ perspectives AI integration. This study employed random sampling to select 603 respondents from two state-managed institutions. Findings indicate that prospective teachers generally hold neutral (M=2.84), reflecting uncertainty about preferring over human interaction routine tasks, consistent with prior research. Male (M=2.91) exhibited significantly more positive education than females, as evidenced by a t value of -2.66 p 0.008. Additionally, adults (M=2.86) demonstrated higher attitude scores adolescents (M=2.80), -2.05 0.040. These results highlight the role demographic variables shaping perceptions educational contexts, emphasizing need for targeted interventions address concerns optimize adoption training programs.

Язык: Английский

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Generational Gap in Accepting AI Integration in Korean EFL Classrooms: Comparing Pre-Service and In-Service Teachers Within Technology Acceptance Model

Modern English Education, Год журнала: 2025, Номер 26(0), С. 113 - 129

Опубликована: Янв. 15, 2025

Язык: Английский

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Delving into the ‘why, what, and what for’ of digital technology use in physical education

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Апрель 3, 2025

Язык: Английский

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Implicit Expectations and Cognitive Construction: Dual Pathways Shaping Graduate Students’ Sustained Engagement With Generative AI

Journal of Educational Computing Research, Год журнала: 2025, Номер unknown

Опубликована: Апрель 17, 2025

This study addresses the gap in understanding graduate students’ sustained engagement behavior (SEB) with generative artificial intelligence (GAI) by integrating Technology Acceptance Model (TAM), Expectation Confirmation Theory (ECT), and of Reasoned Action (TRA) into a comprehensive embedding model. It introduces Readiness Index for Innovation (TRII) Perception-Oriented Learning Style (POLS) as key factors, analyzed through Structural Equation Modeling (SEM) Qualitative Comparative Analysis (QCA). Data from 862 students China were tested reliability validity. SEM results demonstrated that TRII significantly influences usage expectations (UE), effort expectancy (EE), performance (PE), SEB, cognitive affective factors mediating these relationships. QCA revealed multiple causal pathways leading to high highlighting principle equifinality. The integration provided insights dual pathways—implicit expectation development system processing—that shape GAI adoption, offering practical implications effective implementation higher education.

Язык: Английский

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Application of Artificial Intelligence in Teaching English as a Foreign Language: Progress, Challenges, and Trends

English Language Teaching and Linguistics Studies, Год журнала: 2024, Номер 6(4), С. p215 - p215

Опубликована: Авг. 15, 2024

With the rapid development of artificial intelligence (AI) technology, its application in teaching English as a foreign language (EFL) is becoming increasingly widespread, profoundly affecting models and learning experiences. This paper reviews AI progress, challenges, future trends EFL instruction. It points out that technology supports effective instruction through personalized teaching, automated assessment feedback, active interactive experiences, data-driven analytics, intelligent agents/virtual assistants, humanoid robots. However, challenges such technological limitations, gaps acceptance capabilities, privacy protection ethical issues, unequal distribution instructional resources have also emerged. These require responses from educational administrative departments, schools, educators. In future, AI+EFL education will likely further promote innovation models, achieve more learner-centered paradigm, exert constructive influence, interdisciplinary integration collaboration, ensure improvement quality equity.

Язык: Английский

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Literature Study on Problems of Office Management Vocational School Teachers in Implementing Learning Technology

International Education Trend Issues, Год журнала: 2024, Номер 2(2), С. 170 - 185

Опубликована: Март 31, 2024

This systematic literature review investigates the challenges faced by vocational school teachers in implementing educational technology. Adopting PICOC framework, it synthesizes findings from 10 articles published between 2014-2024, selected Scopus, Web of Science, EBSCOhost, and ProQuest databases. The explores factors influencing teachers' readiness effectiveness integrating technology, such as digital competence, infrastructure, leadership support. Key identified include time constraints, inadequate training, limited technical Strategies to enhance involve continuous professional development, ICT expert support, diverse training programs, collaborative learning communities. contribute developing effective policies initiatives support successfully leveraging ultimately improving education quality preparing students for era.

Язык: Английский

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Navigating Between Conditions and Convictions: Investigating the Influence of Socio-geographical Factors on Interest and Attitudes Toward Artificial Intelligence Among Secondary School Teachers

Lecture notes in networks and systems, Год журнала: 2024, Номер unknown, С. 168 - 177

Опубликована: Янв. 1, 2024

Язык: Английский

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Is Artificial Intelligence a “Learning Material” in Higher Education? Students Perception on Using Artificial Intelligence on Language Learning

Lecture notes in networks and systems, Год журнала: 2024, Номер unknown, С. 56 - 63

Опубликована: Янв. 1, 2024

Язык: Английский

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