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Understanding the Perceived Pedagogical Value of 'JazzQuiz' in Interactive Hybrid Learning among University Students: A Technology Acceptance Analysis

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Title: Understanding the Perceived Pedagogical Value of 'JazzQuiz' in Interactive Hybrid Learning among University Students: A Technology Acceptance Analysis
Language: English
Authors: Na Li (ORCID 0000-0003-2395-3499), Erick Purwanto, Xiaojun Zhang, Feng Cao, Kok Hoe Wong, Xiangru Chen
Source: Interactive Learning Environments. 2024 32(5):1860-1876.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Benefits, Interaction, Blended Learning, College Students, Foreign Countries, Computer Science Education, Language of Instruction, English (Second Language), Learning Management Systems, Self Actualization, Educational Objectives, Problem Based Learning
Geographic Terms: China
DOI: 10.1080/10494820.2022.2129393
ISSN: 1049-4820
1744-5191
Abstract: To address the problem of poor efficacy in hybrid learning in higher education, this study conducted a mix-method explanatory case study with structural equation modelling to examine a new construct, "perceived pedagogical value" (PPV), and its relationship with the core constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study recruited 246 undergraduate students from a year 2 computer science course at an English Medium Instruction University in China to investigate their perceptions of using JazzQuiz for interactive hybrid learning using an online survey and semi-structured interviews. One of the key findings suggests that students who have a deeper understanding of technology's pedagogical value (i.e. higher PPV) are more likely to accept and use the technology with reduced efforts through five dimensions. Our contribution to the literature is threefold: (1) the new construct, PPV, extends our understanding of the UTAUT model for interactive hybrid learning; (2) the extended model highlights the role of student PPV in improving learning efficacy; (3) the five dimensions of how PPV influences technology acceptance, and student academic performance clarify the underlying mechanisms of effective interactive hybrid learning. Further studies are needed to test the new model in different contexts.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1435265
Database: ERIC
FullText Text:
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  Data: Understanding the Perceived Pedagogical Value of 'JazzQuiz' in Interactive Hybrid Learning among University Students: A Technology Acceptance Analysis
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  Data: <searchLink fieldCode="AR" term="%22Na+Li%22">Na Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2395-3499">0000-0003-2395-3499</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erick+Purwanto%22">Erick Purwanto</searchLink><br /><searchLink fieldCode="AR" term="%22Xiaojun+Zhang%22">Xiaojun Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Feng+Cao%22">Feng Cao</searchLink><br /><searchLink fieldCode="AR" term="%22Kok+Hoe+Wong%22">Kok Hoe Wong</searchLink><br /><searchLink fieldCode="AR" term="%22Xiangru+Chen%22">Xiangru Chen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2024 32(5):1860-1876.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Actualization%22">Self Actualization</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Objectives%22">Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1080/10494820.2022.2129393
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  Data: 1049-4820<br />1744-5191
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  Label: Abstract
  Group: Ab
  Data: To address the problem of poor efficacy in hybrid learning in higher education, this study conducted a mix-method explanatory case study with structural equation modelling to examine a new construct, "perceived pedagogical value" (PPV), and its relationship with the core constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study recruited 246 undergraduate students from a year 2 computer science course at an English Medium Instruction University in China to investigate their perceptions of using JazzQuiz for interactive hybrid learning using an online survey and semi-structured interviews. One of the key findings suggests that students who have a deeper understanding of technology's pedagogical value (i.e. higher PPV) are more likely to accept and use the technology with reduced efforts through five dimensions. Our contribution to the literature is threefold: (1) the new construct, PPV, extends our understanding of the UTAUT model for interactive hybrid learning; (2) the extended model highlights the role of student PPV in improving learning efficacy; (3) the five dimensions of how PPV influences technology acceptance, and student academic performance clarify the underlying mechanisms of effective interactive hybrid learning. Further studies are needed to test the new model in different contexts.
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      – Text: English
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      – SubjectFull: Interaction
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      – SubjectFull: Blended Learning
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      – SubjectFull: Problem Based Learning
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      – SubjectFull: China
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