Cyber-slacking interrupts classroom teaching and learning activities and is associated with poor academic performance. Based on the theory of planned behavior (TPB), this study aimed to investigate whether both cognitive (i.e., attitudes, perceived norms, and perceived behavioral control) and affective (i.e., fear of missing out [FoMO]) factors…

Learning motivation is essential to online learning success. This study recognizes two aspects of learners' motivation for E-learning and proposed technology acceptance model as cognitive process and stimulus-organism-response as affective process to explain the undergraduates' continuous intention to use E-learning system based on…

Automated writing evaluation (AWE) has been used increasingly to provide feedback on student writing. Previous research typically focused on its inter-rater reliability with human graders and validation frameworks. The limited body of research has only discussed students' attitudes or perceptions in general. A systematic investigation of the…

Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus…