Employee Usage Intention of Ubiquitous Learning Technology: An Integrative View of User Perception Regarding Interactivity, Software, and Hardware

• Published in: IEEE access Vol. 7; pp. 34170 - 34178
• Main Authors: Wu, Weiwei, Shang, Dawei
• Format: Journal Article
• Language: English
• Published: Piscataway IEEE 2019; The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
• Subjects: Attitudes; Computational modeling; Design factors; educational technology; Electronic learning; Employees; Environmental impact; Hardware; Knowledge acquisition; Learning; Mathematical model; Multivariate statistical analysis; perceived content; perceived infrastructure; perceived interactivity; Software; Systems design; Technology Acceptance Model; Technology utilization; Training; Ubiquitous computing; Ubiquitous learning
• ISSN: 2169-3536; 2169-3536
• DOI: 10.1109/ACCESS.2019.2893311

Ubiquitous learning (u-learning) has been recognized as an exciting approach to knowledge acquisition and skill development. However, a few studies have examined the factors influencing employees' acceptance of u-learning in a ubiquitous computing environment, and the impact of interaction-oriented learning systems' design factors on usage intention (UI) is rare as well. This paper proposes an integrated model derived from the technology acceptance model (TAM) by focusing on users' perceptions of interactivity (INT), software, and hardware design factors. A questionnaire survey was used, and responses of 368 Chinese knowledge workers as learners in Beijing were analyzed using the partial least square structural equation model. This paper successfully integrated three sub-dimensions-interaction, software, and hardware design-into a learning systems design model from a user perspective. The results reveal that perceived INT, perceived content, and perceived infrastructure significantly influence how employees adopt u-learning. This paper is among the first ones to explore INT as a critical factor influencing employee u-learning. Furthermore, it also explored two attitude dimensions toward "formal" and "informal" u-learning formats and found that these attitudes influence UI, and based on that the TAM is extended. This paper contributes to the literature by investigating the factors affecting employee acceptance of u-learning technology. This paper has several implications for both researchers and practitioners of u-learning and in the educational technology context.