April 2012 Volume 15 Number 2 - Educational Technology & Society

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Prediction of blog’s usage intention “Are perceived usefulness, perceived ease of use, anxiety and self-efficacy variables predicting the blog’s usage intention in a significant way?” In this problem, intention was taken as the dependent variable, while perceived usefulness, perceived ease of use, anxiety and self-efficacy were taken as independent variables of Blog Acceptance and Usage Scale. Then multiple regression analysis was utilized. Correlation coefficients between variables are also given at Table 5. Table 5. Correlation coefficients between variables Blog Perceived usefulness Perceived ease of use Anxiety Self-efficacy Intention .789 .176 .115 .648 Perceived usefulness .127 .110 .495 Perceived ease of use -.402 .505 Anxiety -.104 When examining the correlation coefficients between variables, the highest relationship found was between intention and perceived usefulness. Stepwise model was used during the regression analysis. The results of regression analysis about the prediction of the intention of Blog Acceptance and Usage Scale variables are given in Table 6 and Table 7. Table 6. The results of regression analysis for the prediction of the intention Model B Std. Error Beta (β) t p Zero order Partial 1 Perceived usefulness .849 .070 .789 12.182 .000 .789 .789 Constant .449 1.639 .274 .785 2 Perceived usefulness .667 .071 .620 9.448 .000 .789 .708 Self-efficacy .566 .109 .341 5.193 .000 .648 .482 Note. R 2 = .710; F(2, 89) = 109.096 p
In this problem, intention was taken as the dependent variable, while perceived usefulness, perceived ease of use, anxiety and self-efficacy were taken as independent variables of Wiki Acceptance and Usage Scale. Then multiple regression analysis was utilized. Correlation coefficients between variables are also given at Table 8. Table 8. Correlation coefficients between variables Wiki Perceived usefulness Perceived ease of use Anxiety Self-efficacy Intention .817 .374 -.097 .615 Perceived usefulness .386 -.060 .536 Perceived ease of use -.373 .574 Anxiety -.234 When examining the correlation coefficients between variables, the highest relationship found was between intention and perceived usefulness. Stepwise model was used during the regression analysis. The results of regression analysis about the prediction of the intention of Wiki Acceptance and Usage Scale variables are given in Table 9 and Table 10. Table 9. The results of regression analysis for the prediction of the intention Model B Std. Error Beta (β) t p Zero order Partial 1 Perceived usefulness .850 .063 .817 13.435 .000 .817 .817 Constant 1.276 1.661 .768 .445 2 Perceived usefulness .711 .070 .683 10.138 .000 .817 .732 Self-efficacy .334 .090 .249 3.695 .000 .615 .365 Note. R 2 = .712; F(2, 89) = 109.796 p < .001 Intention Table 10.The results of regression analysis for the prediction of the intention Model R 2 Adjusted R 2 F Sig. 1 .667 .664 180.504 .000 2 .712 .705 109.769 .000 Note. 1: Perceived usefulness; 2: Perceived usefulness + Self-efficacy The t-test results on the significance of regression coefficients showed that that perceived usefulness and selfefficacy are explanatory predictors of wiki usage intention. According to the standardized regression coefficient β, the relative order of importance of these two predictor variables on the dependent variable: perceived usefulness and self-efficacy. Perceived usefulness variable first entered into the model and gave significant results (p
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April 2012 Volume 15 Number 2
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Supporting Organizations Centre for
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Contextualizing a MALL: Practice De
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Kop, R. (2012). The Unexpected Conn
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Human mediation and information flo
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elevant information based on some k
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of learners. A search facilitated t
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information as human mediation mean
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Blau, I., & Barak, A. (2012). How D
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examined whether the readiness to p
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Table 5 presents the ANOVA for the
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However, in discussing a non-sensit
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deviations showed smaller variance,
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actual participation discussing sen
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Mesch, G., & Elgali, Z. (2009). Soc
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Although prior research on overall
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with a score of 39 and below as “
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Table 2 demonstrates mean scores an
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Discussion Although the recent Inte
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Furthermore, the most preferred pla
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MEB. (2009). Internete erisim proje
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Learning Management Systems (LMS) b
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practice and repetition with feedba
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Online peer assessment Peer assessm
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At an international conference on m
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� Ability to produce rich assessm
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Meishar-Tal, H., & Tal-Elhasid, E.
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Tsai, S. C. (2012). Integration of
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order to decrease text complexity a
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matter how the learners’ aptitude
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If compared by programs, WP student
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mean F2F 4.64 4.52 4.35 4.44 *: p
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een analyzed and were compared with
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Chen, G.-D., Lee, J.-H., Wang, C.-Y
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and diverse cognitional and emotion
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Encourage and persuade students wit
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Materials and procedure Each studen
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The lower part of Figure 4 shows st
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Mayer, R. E., Sobko, K., & Mautone,
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that an item is answered correctly
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Table 1. Relative concepts frequenc
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The Account Management Module provi
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Experiment 1 and results Figure 7.
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Utilization of Test Item 36 33 30 2
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Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
Page 155 and 156: Effects of RCKI principle-based ped
Page 157 and 158: References Alexander, C. (1979). Th
Page 159 and 160: Valsamidis, S., Kontogiannis, S., K
Page 161 and 162: The Analog system (Yan et al., 1996
Page 163 and 164: First, the number of the sessions a
Page 165 and 166: BioLayout uses a modified version o
Page 167 and 168: As shown in figure 3, all metrics c
Page 169 and 170: Figure 7. The detailed results for
Page 171 and 172: Enright, A. J., van Dongen, S., Ouz
Page 173 and 174: Chu, S. K. W., Kwan, A. C. M., & Wa
Page 175 and 176: teachers, as well as collaboration
Page 177 and 178: from the students’ ratings appear
Page 179 and 180: Table 5 summarizes the students’
Page 181 and 182: eading blogs (i.e., reminders, easy
Page 183 and 184: Luehmann, A. L. (2008). Using blogg
Page 185 and 186: Uzunboylu et al. (2009) examined th
Page 187 and 188: System implementation Overview of M
Page 189 and 190: Methods Before the experiment, a mo
Page 191 and 192: too simple, incomplete, or they eve
Page 193 and 194: Comparisons of UMLS Questionnaire i
Page 195 and 196: already described may play an impor
Page 197 and 198: Parker, D., Manstead, A. S. R., Str
Page 199 and 200: Avci, U., & Askar, P. (2012). The C
Page 201 and 202: Literature review The related varia
Page 203 and 204: collected through Personal Informat
Page 205: Self-efficacy 92 5 21 13.37 3.726 W
Page 209 and 210: References Ajjan, H., & Hartshorne,
Page 211 and 212: Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
Page 213 and 214: Students perused the course materia
Page 215 and 216: problem. All articles were then sen
Page 217 and 218: tests, electronic tests are more li
Page 219 and 220: Students 10 and 11: My classmate Ed
Page 221 and 222: collection was also approved by all
Page 223 and 224: Ubiquitous Revision Seamless Collab
Page 225 and 226: Tai, Y. (2012). Contextualizing a M
Page 227 and 228: tasks were developed from task type
Page 229 and 230: experiences in this phase. Moreover
Page 231 and 232: test is administered again right af
Page 233 and 234: The collected data were analyzed wi
Page 235 and 236: Gorp, K. V., & Bogaert, N. (2006).
Page 237 and 238: 4PL IRT model According to the numb
Page 239 and 240: examinee’s ability more accuratel
Page 241 and 242: would be more accurate if items j+1
Page 243 and 244: C�I or Change I�I) would be 0.2
Page 245 and 246: improved by rearrangement procedure
Page 247 and 248: Table 6. Repeated Measures ANOVA of
Page 249 and 250: Leppisaari, I., & Lee, O. (2012). M
Page 251 and 252: Selection of the virtual tool The t
Page 253 and 254: Environmental themes emerged strong
Page 255 and 256: Visualization of text (visual langu
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environments where visual technolog
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- Logging in to learning environmen
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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part of something larger than the s
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Previous studies have developed rel
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Technology Acceptance. The 10 items
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Table 4. Model Fit Indices Model χ
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In the final path model of set 1, t
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Discussion Differing from prior stu
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Haythornthwaite, C., Kazmer, M. M.,
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Ge, Z.-G. (2012). Cyber Asynchronou
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college of a university situated in
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Table 3 shows us the following info
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Appendix B shows Class 1’s respon
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increase one’s ability to process
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Appendix A Responses concerning syn
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Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Adaptive U-learning Math Path Syste
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Figure 4. Online tutorial courses o
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Participants and Experimental Proce
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the influence of Test1 scores, an e
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Hall, T., & Bannon, L. (2006). Desi
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(Hofer & Pintrich, 1997; Liu, Lin &
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� Through online peer assessment,
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elativism.” High Internet self-ef
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Peng, H., Tsai, C.-C., & Wu, Y.-T.
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Since game-based learning has been
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The second reason is about the sust
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Methods Figure 5. Quest NPCs provid
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These differences indicated that pa
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quests further involves students’
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Chang, I.-H. (2012). The Effect of
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(1) Vision, planning and management
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Based on an examination of the lite
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Table 2. Analysis of reliability an
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λ10 - 0.69 0.83 ε5 14.50 * - 0.32
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Bailey, G. D. (1997). What technolo
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Stegall, P. (1998). The principal:
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instruction has studied the student
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espond and the estimation of possib
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Research question For the purpose o
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READI reliability To verify the con
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Physical -1.43333(*) .44699 .029 -2
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The results of this study suggest t
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Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
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domains. Five research questions we
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Research sample groups (4) Faculty
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13. Policies, Social Culture Impact
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Non-Specified Others Engineering &
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(AR = -2.1) (n = 7) 2. Non-specifie
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(n): Total number of articles Resea
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Compared to the publications in 200
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Pedagogical Content Knowledge (TPAC
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April 2012 Volume 15 Number 2 - Educational Technology & Society

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