Exploring students’ intention to use LINE for academic purposes based on technology acceptance model

The LINE application is often conceived as purely social space; however, the authors of this paper wanted to determine if it could be used for academic purposes. In this study, we examined how undergraduate students accepted LINE in terms of using it for classroom-related activities (e.g., submit h...

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Autores principales:	Willard Van De Bogart, Saovapa Wichadee
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	online learning higher education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/926912715b7b4eb2bd411b7514827a3a
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spelling	oai:doaj.org-article:926912715b7b4eb2bd411b7514827a3a2021-12-02T19:20:43ZExploring students’ intention to use LINE for academic purposes based on technology acceptance model10.19173/irrodl.v16i3.18941492-3831https://doaj.org/article/926912715b7b4eb2bd411b7514827a3a2015-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1894https://doaj.org/toc/1492-3831 The LINE application is often conceived as purely social space; however, the authors of this paper wanted to determine if it could be used for academic purposes. In this study, we examined how undergraduate students accepted LINE in terms of using it for classroom-related activities (e.g., submit homework, follow up course information queries, download materials) and explored the factors that might affect their intention to use it. Data were collected from 144 undergraduate students enrolled in an English course that utilized some activities based on LINE app using a questionnaire developed from TAM. Data were analyzed to see if relationships existed among factors when LINE was used to organize classroom experiences. The findings revealed that perceived usefulness and attitude toward usage had positive relationships with intention to use while perceived ease of use was positively related to perceived usefulness. In contrast with TAM assertions, this study did not find any relationship between perceived ease of use and attitude toward usage. Also, the number of social networking sites that students are using had no relationship with intention to use. The study also suggested some kinds of LINE-based learning activities preferred by students, which would be proposed for future courses. This study revealed several useful implications that TAM can be employed as a useful theoretical framework to predict and understand users’ intention to use new technologies in education. Willard Van De BogartSaovapa WichadeeAthabasca University Pressarticleonline learninghigher educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 3 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	online learning higher education Special aspects of education LC8-6691
spellingShingle	online learning higher education Special aspects of education LC8-6691 Willard Van De Bogart Saovapa Wichadee Exploring students’ intention to use LINE for academic purposes based on technology acceptance model
description	The LINE application is often conceived as purely social space; however, the authors of this paper wanted to determine if it could be used for academic purposes. In this study, we examined how undergraduate students accepted LINE in terms of using it for classroom-related activities (e.g., submit homework, follow up course information queries, download materials) and explored the factors that might affect their intention to use it. Data were collected from 144 undergraduate students enrolled in an English course that utilized some activities based on LINE app using a questionnaire developed from TAM. Data were analyzed to see if relationships existed among factors when LINE was used to organize classroom experiences. The findings revealed that perceived usefulness and attitude toward usage had positive relationships with intention to use while perceived ease of use was positively related to perceived usefulness. In contrast with TAM assertions, this study did not find any relationship between perceived ease of use and attitude toward usage. Also, the number of social networking sites that students are using had no relationship with intention to use. The study also suggested some kinds of LINE-based learning activities preferred by students, which would be proposed for future courses. This study revealed several useful implications that TAM can be employed as a useful theoretical framework to predict and understand users’ intention to use new technologies in education.
format	article
author	Willard Van De Bogart Saovapa Wichadee
author_facet	Willard Van De Bogart Saovapa Wichadee
author_sort	Willard Van De Bogart
title	Exploring students’ intention to use LINE for academic purposes based on technology acceptance model
title_short	Exploring students’ intention to use LINE for academic purposes based on technology acceptance model
title_full	Exploring students’ intention to use LINE for academic purposes based on technology acceptance model
title_fullStr	Exploring students’ intention to use LINE for academic purposes based on technology acceptance model
title_full_unstemmed	Exploring students’ intention to use LINE for academic purposes based on technology acceptance model
title_sort	exploring students’ intention to use line for academic purposes based on technology acceptance model
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/926912715b7b4eb2bd411b7514827a3a
work_keys_str_mv	AT willardvandebogart exploringstudentsintentiontouselineforacademicpurposesbasedontechnologyacceptancemodel AT saovapawichadee exploringstudentsintentiontouselineforacademicpurposesbasedontechnologyacceptancemodel
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Exploring students’ intention to use LINE for academic purposes based on technology acceptance model

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