Nour Awni Albelbisi

Metaverse, which combines a number of information technologies, is the Internet of the future. A media for immersive learning, metaverse could set future educational trends and lead to significant reform in education. Although the metaverse has the potential to improve the effectiveness of online learning experiences, metaverse-based educational implementations are still in their infancy. Additionally, what factors impact higher education students’ adoption of the educational metaverse remains unclear. Consequently, the aim of this study is to explore the main factors that affect higher education students’ behavioral intentions to adopt metaverse technology for education. This study has proposed an extended Technology Acceptance Model (TAM) to achieve this aim. The novelty of this study resides in its conceptual model, which incorporates both technological, personal, and inhibiting/enabling factors. The empirical data were collected via online questionnaires from 574 students in both private and public universities in Jordan. Based on the PLS-SEM analysis, the study identifies perceived usefulness, personal innovativeness in IT, and perceived enjoyment as key enablers of students’ behavioral intentions to adopt the metaverse. Additionally, perceived cyber risk is found as the main inhibitor of students’ metaverse adoption intentions. Surprisingly, the effect of perceived ease of use on metaverse adoption intentions is found to be insignificant. Furthermore, it is found that self-efficacy, personal innovativeness, and perceived cyber risk are the main determinants of perceived usefulness and perceived ease of use. While the findings of this study contribute to the extension of the TAM model, the practical value of these findings is significant since they will help educational authorities understand each factor’s role and enable them to plan their future strategies.

The purpose of this research is to highlight the factors influencing the adoption of MOOCs in the Malaysian context. This qualitative study was designed using focus group discussions (FGs) with fifty postgraduate students from two Malaysian Universities. The thematic analysis revealed two major themes, opportunities, and challenges. The findings revealed 12 sub-factors influencing the adoption of MOOCs, seven subfactors for the opportunities for using MOOC, namely, improve the higher education system, support lifelong learning, the accessibility, interactivity, flexibility, individualized instructions, and the positive attitude toward using MOOC. The challenges included 5 sub-factors, namely, lack of openness feature, lack of knowledge and skills, poor technology infrastructure, low self-regulated learning skills, and lack of instructor’ support. Such findings are important for improving the implementation of MOOCs in the Malaysian higher education system for MOOC learners and related stakeholders.

The main purpose of the current research was to explore the relationships between beliefs/knowledge and technology integration (TI) during teaching practice (i.e., placement or practicum) among Indonesian pre-service teachers. Five core variables of the theory of planned behavior or TPB (subjective norms, attitudes, perceived behavioral control, behavioral intention, and behavior) and one extended variable, technological pedagogical and content knowledge or TPACK, were included in the proposed model. Data from 1,181 respondents were analyzed through the systematic steps of partial least square structural equation modeling (PLS-SEM) and importance-performance analysis (IPMA). The main findings support all hypotheses; the strongest relationship emerges between behavioral intention and behavior, while the weakest correlation was between TPACK and behavioral intention. All variable performances were satisfactory. The highest performance was attitudes (71.734); the lowest was TPACK (65.027). Broadly, the results indicate the greater importance of beliefs as opposed to knowledge in influencing behavior in relation to TI.

Evaluating the learning outcomes of a certain course implementation can improve the quality of education. This study is focused on Indonesian EFL undergraduates’ perceptions of the relationships between teacher performance, technological resources, online project-based learning (OPJBL), and ESP learning outcomes. Participants of the study have attended English for specific purposes (ESP) online courses during school closures due to Covid-19. A survey was addressed to 350 undergraduates after a one-semester implementation of the OPJBL. The students were requested to rate their perceptions on validated items using a 7-point Likert-type scale for the data collection. The data were modelled and computed through partial least square structural equation modelling (PLS-SEM). The main findings of the study revealed that teacher performance and technological resources were significant in predicting OPJBL. Similarly, OPJBL was found to play a significant role in affecting ESP learning outcomes. Teacher performance and technological resources were also correlated to ESP learning outcomes. Significant differences were found among students’ locations for all variables. The findings highlight the benefits of the SEM approach for establishing the proposed framework and assessing the links between variables concerning the OPJBL and learning outcomes.

The current study uses the technology acceptance model to understand the drivers affecting Indonesian pre-service teachers’ intention to use m-learning. Eleven hypotheses were proposed within seven variables; self-efficacy, subjective norms, facilitating conditions, perceived usefulness, perceived ease of use, attitudes, and intention to use m-learning. Content validity index and pilot study were conducted before the data collection. The survey instrument was distributed to more than 1000 Indonesian pre-service teachers; however, 772 responses were measurable. The analysis was achieved through the partial least square structural equation modeling and t-test. Findings revealed that 10 out of 11 relationships were significant. Intention to use m-learning was significantly predicted by perceived usefulness and attitude. Perceived usefulness and perceived ease of use were the significant predictors of attitude. Self-efficacy, perceived ease of use, and subjective norms were reported to predict perceived usefulness, while an insignificant correlation emerged between facilitating conditions and perceived usefulness. Perceived ease of use was significantly affected by facilitating conditions, subjective norms, and self-efficacy. Additionally, the difference test reported that the mean scores between participants’ gender were different regarding intention to use m-learning; female teachers’ intention to use m-learning was lower than their male teacher counterparts. An insignificant difference was confirmed based on age. Suggestions are proposed to improve technology integration in education, especially m-learning integration in Indonesia.

The present paper aims at investigating the relationship between students’ attitudes toward online homework use and mathematics anxiety among secondary school students. In this study, a model has been proposed by integrating the technology acceptance model (TAM) with mathematics anxiety theory. Three hundred and forty-five secondary school students participated in the instrument of the study that included 20-item based on a 5-point Likert scale. The subsequent analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM) supported the negative relationship between attitude toward an online homework (OHW) tool and mathematics anxiety. The results revealed that perceived usefulness and perceived ease of use are predictors of attitude toward the use of OHW. This study maximized the capability of acceptance of the OHW tool in mathematics learning. The findings provided by the study will encourage mathematics educators to implement mathematics OHW tools in the learning process.

In higher education learning, e-learning systems have become renowned tools worldwide. The evident importance of e-learning in higher education has resulted in a prenominal increase in the number of e-learning systems delivering various forms of services, especially when traditional education (face-to-face) was suddenly forced to move online due to the COVID-19 outbreak. Accordingly, assessing e-learning systems is pivotal in the interest of effective use and successful implementation. By relying on the related literature review, an extensive model is developed by integrating the information system success model (ISSM) and the technology acceptance model (TAM) to illustrate key factors that influence the success of e-learning systems. Based on the proposed model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 537 students from three private universities in Jordan. The findings demonstrate that quality factors, including instructor, technical system, support service, educational systems, and course content quality, have a direct positive influence on students’ satisfaction, perceived usefulness, and system use. Moreover, self-regulated learning negatively affects students’ satisfaction, perceived usefulness, and system use. Students’ satisfaction, perceived usefulness, and system use are key predictors of their academic performance. These findings provide e-learning stakeholders with important implications that guarantee the effective, successful use of e-learning that positively affects students’ learning.

The purpose of this study is to investigate the effect of adoption web-based homework on mathematics selfefficacy level among secondary school students through using a mathematics web-based homework package called MyiMaths. In this study, a theoretical framework has been proposed by integrating the Technology acceptance model (TAM) with the self-efficacy theory. Three hundred forty-five structured questionnaires collected from secondary school students in Malaysia. The data were analysed using Partial Least Squares Structural Equation Modeling (PLSSEM) technique. The findings exposed that there were significant relationships between perceived usefulness, perceived ease of use and attitude toward the use of a web-based mathematics homework tool. A significant relationship was also found between attitude and mathematics self-efficacy factor. Researchers and instructors should consider the opportunity that the web-based homework tools can successfully help students to develop mathematics self-efficacy level.