Abstract
While more educators are increasingly using multimedia technology for online and blended learning, there has not been much research on whether and how multimedia technology is accepted and used by learners. In this study, we examine the adoption of multimedia technology for online and blended learning. In order to better understand its adoption mechanism, we propose an integrated model, which extends the technology acceptance model with task technology fit theories. Furthermore, this study investigates gender difference as a moderator in the integrated model. The proposed research model has been assessed with the data collected from three online and blended classes where multimedia technology has been used for learning. The results obtained from the partial least squares analysis show that multimedia technology positively affects the user's perception of fit in learning, which in turn positively affects the adoption of multimedia technology for learning. In addition, the integrated model increases the explanatory power of the final dependent variable, actual adoption of multimedia technology. We also found the moderating effect of gender difference in the adoption of multimedia technology for learning.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 288-296 |
| Number of pages | 9 |
| Journal | Computers in Human Behavior |
| Volume | 92 |
| DOIs | |
| State | Published - Mar 1 2019 |
Fingerprint
Keywords
- Blended learning
- Gender difference
- Multimedia learning
- Online learning
- Technology adoption
ASJC Scopus subject areas
- Arts and Humanities (miscellaneous)
- Human-Computer Interaction
- Psychology(all)
Cite this
Adoption of multimedia technology for learning and gender difference. / Park, ChongWoo; Kim, Dong gook; Cho, Sunyoung; Han, Hyo Joo.
In: Computers in Human Behavior, Vol. 92, 01.03.2019, p. 288-296.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Adoption of multimedia technology for learning and gender difference
AU - Park, ChongWoo
AU - Kim, Dong gook
AU - Cho, Sunyoung
AU - Han, Hyo Joo
PY - 2019/3/1
Y1 - 2019/3/1
N2 - While more educators are increasingly using multimedia technology for online and blended learning, there has not been much research on whether and how multimedia technology is accepted and used by learners. In this study, we examine the adoption of multimedia technology for online and blended learning. In order to better understand its adoption mechanism, we propose an integrated model, which extends the technology acceptance model with task technology fit theories. Furthermore, this study investigates gender difference as a moderator in the integrated model. The proposed research model has been assessed with the data collected from three online and blended classes where multimedia technology has been used for learning. The results obtained from the partial least squares analysis show that multimedia technology positively affects the user's perception of fit in learning, which in turn positively affects the adoption of multimedia technology for learning. In addition, the integrated model increases the explanatory power of the final dependent variable, actual adoption of multimedia technology. We also found the moderating effect of gender difference in the adoption of multimedia technology for learning.
AB - While more educators are increasingly using multimedia technology for online and blended learning, there has not been much research on whether and how multimedia technology is accepted and used by learners. In this study, we examine the adoption of multimedia technology for online and blended learning. In order to better understand its adoption mechanism, we propose an integrated model, which extends the technology acceptance model with task technology fit theories. Furthermore, this study investigates gender difference as a moderator in the integrated model. The proposed research model has been assessed with the data collected from three online and blended classes where multimedia technology has been used for learning. The results obtained from the partial least squares analysis show that multimedia technology positively affects the user's perception of fit in learning, which in turn positively affects the adoption of multimedia technology for learning. In addition, the integrated model increases the explanatory power of the final dependent variable, actual adoption of multimedia technology. We also found the moderating effect of gender difference in the adoption of multimedia technology for learning.
KW - Blended learning
KW - Gender difference
KW - Multimedia learning
KW - Online learning
KW - Technology adoption
UR - http://www.scopus.com/inward/record.url?scp=85059316635&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85059316635&partnerID=8YFLogxK
U2 - 10.1016/j.chb.2018.11.029
DO - 10.1016/j.chb.2018.11.029
M3 - Article
VL - 92
SP - 288
EP - 296
JO - Computers in Human Behavior
JF - Computers in Human Behavior
SN - 0747-5632
ER -