Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model

The aim of the study was to examine the determining factors of students' video usage and their learning satisfaction relating to the supplementary application of educational videos, accessible in a Moodle environment in a Business Mathematics Course. The research model is based on the extension...

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Autor principal:	Judit T Nagy
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	video usage learning satisfaction learning performance technology acceptance model Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/684a410582244a959531bc1cbe6b702e
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spelling	oai:doaj.org-article:684a410582244a959531bc1cbe6b702e2021-12-02T18:03:00ZEvaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model10.19173/irrodl.v19i1.28861492-3831https://doaj.org/article/684a410582244a959531bc1cbe6b702e2018-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2886https://doaj.org/toc/1492-3831The aim of the study was to examine the determining factors of students' video usage and their learning satisfaction relating to the supplementary application of educational videos, accessible in a Moodle environment in a Business Mathematics Course. The research model is based on the extension of Technology Acceptance Model (TAM), in which the core TAM constructs – perceived usefulness, perceived ease of use, attitude – and internet self-efficacy were included as the explanatory factors of video usage. As regards the determinants of learning satisfaction, beside the core TAM constructs, the role of learning performance, learner-learner interaction, and learner-teacher interaction was examined. Data were collected from 89 students using a questionnaire, on which the partial least-squares structural equation modelling approach was used to evaluate the research model. The results confirmed that perceived usefulness, attitude, and internet self-efficacy had a direct effect on the video usage. Learning satisfaction was directly influenced by learner-learner interaction, perceived ease of use, and learning performance. Furthermore, the results indicated that video usage had a significant effect both on learning performance and on learning satisfaction. The findings show that the extended TAM model can be applied for predicting the university students' video technology usage and their learning satisfaction regarding the usage. Judit T NagyAthabasca University Pressarticlevideo usagelearning satisfactionlearning performancetechnology acceptance modelSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 1 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	video usage learning satisfaction learning performance technology acceptance model Special aspects of education LC8-6691
spellingShingle	video usage learning satisfaction learning performance technology acceptance model Special aspects of education LC8-6691 Judit T Nagy Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model
description	The aim of the study was to examine the determining factors of students' video usage and their learning satisfaction relating to the supplementary application of educational videos, accessible in a Moodle environment in a Business Mathematics Course. The research model is based on the extension of Technology Acceptance Model (TAM), in which the core TAM constructs – perceived usefulness, perceived ease of use, attitude – and internet self-efficacy were included as the explanatory factors of video usage. As regards the determinants of learning satisfaction, beside the core TAM constructs, the role of learning performance, learner-learner interaction, and learner-teacher interaction was examined. Data were collected from 89 students using a questionnaire, on which the partial least-squares structural equation modelling approach was used to evaluate the research model. The results confirmed that perceived usefulness, attitude, and internet self-efficacy had a direct effect on the video usage. Learning satisfaction was directly influenced by learner-learner interaction, perceived ease of use, and learning performance. Furthermore, the results indicated that video usage had a significant effect both on learning performance and on learning satisfaction. The findings show that the extended TAM model can be applied for predicting the university students' video technology usage and their learning satisfaction regarding the usage.
format	article
author	Judit T Nagy
author_facet	Judit T Nagy
author_sort	Judit T Nagy
title	Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model
title_short	Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model
title_full	Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model
title_fullStr	Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model
title_full_unstemmed	Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model
title_sort	evaluation of online video usage and learning satisfaction: an extension of the technology acceptance model
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/684a410582244a959531bc1cbe6b702e
work_keys_str_mv	AT judittnagy evaluationofonlinevideousageandlearningsatisfactionanextensionofthetechnologyacceptancemodel
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Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model

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