October 2011 Volume 14 Number 4 - Educational Technology ...

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Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5 th Ed.). Englewood Cliffs, NJ: Prentice-Hall. Hartzel, K. (2003). How self-efficacy and gender issues affect software adoption and use. Communications of the ACM, 46(9), 167–171. Hasan, B. (2006). Delineating the effects of general and system-specific computer self-efficacy beliefs on IS acceptance. Information and Management, 43(5), 565–571. Hasan, B., & Ali, J. (2006). The impact of general and system-specific self-efficacy on computer training learning and reactions. Academy of Information and Management Sciences Journal, 9(1), 17–35. Herman, S. (2007). SMS reference: Keeping up with your clients. The Electronic Library, 25(4), 401–408. Hill, J. B., Hill, C. M., & Sherman, D. (2007). Text messaging in an academic library: Integrating SMS into digital reference. The Reference Librarian, 47(1), 17–29. Hupfer, M. E., & Detlor, B. (2006). Gender and web information seeking: a self-concept orientation model. Journal of the American Society for Information Science and Technology, 57(8), 1105–1115. Igbaria, M., & Iivari, J. (1995). The effects of self-efficacy on computer usage. OMEGA International Journal of Management Science, 23(6), 587–605. Jensen, B. (2010). SMS text reference comes of age: The My Info Quest collaborative. The Reference Librarian, 51 (4), 264–275. Kishore, R., Lee, J., & McLean, E. R. (2001). The role of personal innovativeness and self-efficacy in information technology acceptance: An extension of TAM with notions of risk. Proceedings of the International Conference on Information Systems, ICIS 2001, December 16–19, New Orleans. (pp. 469-474). Atlanta, GA: AIS Lai, T. L. (2004). Service quality and perceived value’s impact on satisfaction, intention and usage of Short Message Service (SMS). Information Systems Frontiers, 6(4), 353–368. Lee, M. O. K., Cheung, C. D. M., & Chen, Z. (2007). Understanding user acceptance of multimedia messaging services: An empirical study. Journal of the American Society for Information Science and Technology, 58(13), 2066–2077. Lukasiewicz, A. (2007). Exploring the role of digital academic libraries: Changing student needs demand innovative service approach. Library Review, 56(9), 821–827. Macpherson, K. (2004). Undergraduate information literacy: A teaching framework. Australian Academic & Research Libraries, 35(3), 226–41. Madigan, E. M., Goodfellow, M., & Stone, J.A. (2007). Gender, perceptions, and reality: Technological literacy among first-year students. In Proceedings of the 38th SIGCSE technical symposium on computer science education, March 7–11, Covington, KY. (pp. 410-414). New York, NY: ACM. Mallat, N., Rossi, M., Tuunainen, V. K., & Öörni, A. (2006). The impact of use situation and mobility on the acceptance of mobile ticketing services. In Proceedings of the 39th Hawaii international conference on system sciences, Kauai, January 4–7, vol.2 (pp. 42b) Washington, DC: IEEE Computer Society. MessageNet (2008). Monash University library management system with MessageNet Case study. Retrieved November 21, 2010, from http://www.messagenet.com.au/. McCloskey, D. W. (2006). The importance of ease of use, usefulness, and trust to online consumers: An examination of the technology acceptance model with older consumers. Journal of Organizational and End User Computing, 18(3), 47–65. Mihalic, K., Reitberger, W., Obermair, C., & Tscheligi, M. (2005). Context in mobile HCI. In Proceedings of the 7th international conference on human computer interaction with mobile devices & services, Salzburg, September 19–22, Mobile HCI '05, Vol. 111 (pp. 355-356). New York: ACM Press. Nysveen, H., Pedersen, P. E., & Thorbjørnsen, H. (2005). Explaining intention to use mobile chat services: moderating effects of gender, Journal of Consumer Marketing, 22(5), 247–256. Nokia (2010). Nokia teams with UNESCO for m-learning in Africa. Retrieved November 21, 2010, from http://www.mobileent.biz/news/39228/Nokia-teams-with-UNESCO-for-m-learning-in-Africa. Ong, C.-S., & Lai, J.-Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816–829. Park, Y., & Chen, J. V. (2007). Acceptance and adoption of the innovative use of smartphone. Industrial Management & Data Systems, 107(9), 1349–1365. 205
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October 2011 Volume 14 Number 4
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Supporting Organizations Centre for
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Time-Quality Tradeoff of Waiting St
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Ibáñez, M. B., García, J. J., Ga
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Situated learning. It states that k
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executed in the client, the server
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The participants were twelve non-na
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Huang, H. M., Rauch, U., & Liaw, S.
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Theoretical background Feedback, is
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There are already a number of tools
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output used were blogs, written by
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Question Table 2: Perceived Relevan
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Black, P., & Wiliam, D. (2009). Dev
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detection, and analysis of affectiv
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experience is a suitable method of
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Collins, 1998). The appraisal theor
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encompasses the finer shades of an
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and can also track faces with glass
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Acknowledgements This research was
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Merill, D. C., Reiser, B. J., Traft
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to the above-discussed issues of th
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The annotation part of the SDM onto
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that enables the office users to ac
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Figure 4. Semantic document browser
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to the group’s shared semantic do
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participants performed less mouse c
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Bastili, V.R., Gianluigi, C., & Rom
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esource contribution, enabling conv
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Semantic Search In contrast to the
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Participation: P i i i NiVadd Vde
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and comment on each page as well. T
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Table 1. Questionnaire results (N=2
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propose for him, as well as calenda
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Discussion and Conclusion Collabora
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Sampson, D. G., & Zervas, P. (2011)
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Obtaining: the first step of the li
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process (Palmer & Richardson, 2004)
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and ratings (the use of star rating
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(K1) is the number of non-reusable
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Case 3: The process of reusing a se
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Washizaki, H., Yamamoto, Y. & Fukaz
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to examine determinants for pre-ser
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Overview of the model The first res
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significance of relationships. All
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Discussion This study represents a
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Davis, F., Bagozzi, R., & Warshaw,
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Ko, C.-C., Chiang, C.-H., Lin, Y.-L
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Interestingly, the Universal Design
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Figure 1. Framework of the TriAcces
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Experiment This experiment aimed to
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Table 2. Descriptive statistics for
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Foulds, R., & Camacho, C. (2003). T
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answer. However, students can choos
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Hartley & Collins-Brown, 1999; Morl
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Subjects Figure 4. Partial misconce
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correct for a four-option MC item i
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from −3 to 3 for any four-option
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Kansup, W. (1973). A comparison of
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The theory of mental models explain
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computer-mediated counter-arguments
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Learning in this study refers to, w
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the experiment process was anonymou
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supported. However, significant dif
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Cannon-Bowers, J. A., Salas, E., &
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Lee, Y.-H., Hsieh, Y.-C., & Hsu, C.
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Many researchers have conducted emp
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Trialability Some studies have empi
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Results Instrument validation Two c
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In this study, Amos 6.0 was employe
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Our results strongly supported the
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Fornell, C., & Larcker, D. F. (1981
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Kimmerle, J., Moskaliuk, J., & Cres
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What becomes clear from this short
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Figure 1. Distribution of informati
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Results In order to test the hypoth
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esults of the present study with th
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Kolbitsch, J., & Maurer, H. (2006).
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A conceptual framework of this stud
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eveal positive effects on students
Page 159 and 160: learning resources; and able to acc
Page 161 and 162: Discussion This study suggests that
Page 163 and 164: 146). Also, role of constructivist
Page 165 and 166: eform strategy, namely, the MOE-Int
Page 167 and 168: McNaughton, S. (2002). Meeting of m
Page 169 and 170: Wu, T.-T., Sung, T.-W., Huang, Y.-M
Page 171 and 172: Ubiquitous English-Reading Learning
Page 173 and 174: include the number of times and ran
Page 175 and 176: initial value for the predetermined
Page 177 and 178: The following Eq. (18) expresses th
Page 179 and 180: Limitations This experiment adopted
Page 181 and 182: Table 3 shows the analysis of the p
Page 183 and 184: enhance learning outcomes, it impor
Page 185 and 186: Ogata, H., & Yano, Y. (2004a). Cont
Page 187 and 188: Communication seems to be more effe
Page 189 and 190: the audience only listened, one whe
Page 191 and 192: Step 5) Writing the story On the ba
Page 193 and 194: As indicated in Table 2, the differ
Page 195 and 196: References Armstrong, S. (2003). Th
Page 197 and 198: Goh, T.-T. (2011). Exploring Gender
Page 199 and 200: OPAC has been transformed into AirP
Page 201 and 202: Perceived Self-Efficacy Figure 3. H
Page 203 and 204: were asked to rate their confidence
Page 205 and 206: (2001). The correlation table begin
Page 207 and 208: Discussion and Implications Note. S
Page 209: will become important to identify i
Page 213 and 214: Find the perimeter of the rectangle
Page 215 and 216: Wait Time Management Issues related
Page 217 and 218: Precision Reduced_Precision ( T T0
Page 219 and 220: learning concept. If the Specialty
Page 221 and 222: Two criteria have been adopted to e
Page 223 and 224: Reduced Recall 0.07 0.06 0.05 0.04
Page 225 and 226: In this work, both recall-oriented
Page 227 and 228: Tsai, C.-C., Chuang, S.-C., Liang,
Page 229 and 230: confidence and self-belief in their
Page 231 and 232: Peng et al. (2006) To explore ISE &
Page 233 and 234: Torkzadeh, Chang, and Demirhan (200
Page 235 and 236: educational level, locus of control
Page 237 and 238: Internet-based learning self-effica
Page 239 and 240: Though Lee and Lee (2008) did not d
Page 241 and 242: Regarding the category of ISE resea
Page 243 and 244: Bandura, A. (1997). Self-efficacy:
Page 245 and 246: Pintrich, P. R., & de Groot, E. V.
Page 247 and 248: In formal learning, Safran, Helic,
Page 249 and 250: that culture is essential when user
Page 251 and 252: Table 3. Analysis of usage frequenc
Page 253 and 254: 7 1.16 137.73 0.25 0.29 0.25 Social
Page 255 and 256: discussions freely. So Korean stude
Page 257 and 258: Johnson, L., Levine, A., & Smith, R
Page 259 and 260: Figure 1. The UE Faculty Web Portal
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2006), and consistency (Sindhuja &
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Independent Variables Dependent Var
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Meanwhile, as shown in Table 4, Ava
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design methods in the development o
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Pearson, J. M., & Pearson, A. (2008
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Clewley, N., Chen, S. Y., & Liu, X.
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As shown in this Table, Holists wil
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satisfaction or dissatisfaction wit
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8 I would prefer to learn from huma
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the examples need to be more practi
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Brotherton, J. A,. & Abowd, G. D. (
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Cobos, D. L. (2011). Book review: T
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