Determinants on college teachers' willingness to continue using in online teaching software: from flow experience prospective
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2021
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2564
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eng
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224 leaves
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b212347
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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National Institute of Development Administration. Library and Information Center
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(2021). Determinants on college teachers' willingness to continue using in online teaching software: from flow experience prospective. Retrieved from: https://repository.nida.ac.th/handle/662723737/5630.
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Determinants on college teachers' willingness to continue using in online teaching software: from flow experience prospective
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Abstract
The world education system reform is developing towards the direction of digital evaluation. The online teaching market is large, and it is supported by Chinese government. Software companies would like to improve better teaching application. Although the online teaching software is wildly used, it defective and needed to be improved. The online survey was used to collect data onto 358 university teachers in Guangzhou. The aim at the study is to find out the main determinants on willingness to continue using online teaching software. Then, the technology acceptance model (TAM), hedonic motivation system adoption model (HMSAM) and flow theory (FT) were combined together to form the theoretical model for this research. TAM provides the technology acceptance support, the Flow theory gives Psychological motivation studies, and HMSAM supply the clue of intrinsic motivation with behavior intention. The Structural equation model (SEM) was built for measuring the variables coefficient and the mediating effect of mediators. The research results illustrate that the interactivity shows the highest effect on perceived ease of use, followed by telepresence, peer influence, functionality. Telepresence shows the strongest influence on perceived usefulness, followed by peer influence, functionality and interactivity. For implication of this study, theoretically, the mediating effect of perceived ease of use, perceived usefulness and flow experience were confirmed. Besides, the result of distal mediating effect represents that the telepresence on willingness to continue using through perceived ease of use and flow experience shows the biggest effect, and it emphasized the important mediating effect of flow experience in online teaching software. The current research result reflects that psychological factors are even more important than perceptual factors in online teaching software adoption. The integration of management and psychology has built a more comprehensive and complete research model, and expanded the research channels of users’ behavior intentions in education system. Practically, the results of the study provide valuable guidance and constructive knowledge, helps the software company to develop the online teaching system and make effective marketing strategy. It also helps university management to improve the teaching administration. According to the research result, the company should focus on the brand building, and explore and cultivate potential customers through interaction and publicity in social media, and build effective marketing channels for target customer groups. Besides, the virtual reality (VR) and artificial intelligence (AI) technology may be used from improve college teachers control and flow experience in online teaching software.
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Thesis (Ph.D. (Management))--National Institute of Development Administration, 2021