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ERIC Number: EJ1309045
Record Type: Journal
Publication Date: 2021-Sep
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: N/A
Available Date: N/A
Does the Student's Perspective on Multimodal Literacy Influence Their Behavioural Intention to Use Collaborative Computer-Based Learning?
Oluwajana, Dokun; Adeshola, Ibrahim
Education and Information Technologies, v26 n5 p5613-5635 Sep 2021
The support for the use of Computer-Supported Collaborative Learning is a sign of contributions and support for in-class and out-of-class learning. This study investigates the perspective of student's digital multi-modal literacy on student's behavioral intention to use a CSCL. We proposed a theoretical model that examines student perspectives on the integration of digital multi-modal literacy in the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The study empirically examined and validated the proposed theoretical model based on a digital multi-modal computer-supported collaborative learning adoption. The data were analyzed with a partial least square, structural equation modeling (PLS-SEM) statistical approach. Results suggest that student's perspective on multi-modal literacy has a positive and significant impact on the behavioral intention to use. Furthermore, all the UTAUT factors have a strong and significant impact on the behavioral intention to support the use of digital multi-modal computer-supported collaborative learning. Therefore, student's perspective on multi-modal literacy contributes towards their behavioural intention to use collaborative computer-based learning. To further improve collaboration and communication based on the use of CSCL to support students learning environment.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A