Exploring computer science students’ continuance intentions to use Kattis

Teaching programming concepts to enhance students’ problem solving and computational thinking skills is a challenging task, especially when students enter college with little to no preparation, or they lack the interest or capacity for programming. Online platforms that serve as automated practice and assessment systems have been offered as potential tools for supporting programming skills development, providing feedback, and motivating students. The present article discusses the use of an online automated practice and assessment system called Kattis for homework assignments and final project in three computer science courses. The goal of the present study was to ascertain students’ continuance intentions to use Kattis. We attempt to address this by using partial least squares on data from a survey of 50 students. The findings of the present study suggest that continuance intentions to use Kattis is driven by students’ level of satisfaction with the system, the degree of students’ confirmation of expectations, and the perceived usefulness of the system.     

Exploring the drivers of technology acceptance: a study of Nepali school students

Educational technology research and development - The question of what drives learners to adopt and use certain technologies over others, generally referred to as technology acceptance in the...     

Investigating the predictive power of TAM: A case study of CEGEP students’ intentions to use online learning technologies

The purpose of this research is to investigate pre-university science Collège d’enseignement général et professionnel (CEGEP) students’ behavioral intentions towards using online learning technologies. Heretofore, CEGEP students’ use of technology has received scant attention, yet online learning technologies are found to play an increasingly important role in CEGEP classrooms today. The present study seeks to address this by examining CEGEP students’ use of online learning technologies. Our main research question was: What factors affect CEGEP students’ intentions to use online learning technologies? A total of 213 CEGEP students were surveyed, the resulting data was analyzed using the technology acceptance model (TAM; Davis MIS Quarterly, 13(3), 319, 1989). The findings of this research provide guidance for future implementations of online learning technologies in the CEGEP education system.     

The role of attachment in Facebook usage: a study of Canadian college students

Considering the increasingly ubiquitous and frequent use of Facebook among college students, this study sought to explicate and unravel the salient determinants of Facebook use. Specifically, the main goal was to ascertain the factors influencing Collège d'enseignement général et professionnel (CEGEP) students’ Facebook use, for which a structural equation model was proposed to examine the relationships between constructs affecting this process. Using a recently proposed extended technology acceptance model, Dhammic Technology Acceptance Model (DTAM) for Facebook use, proposed by Teo and Jarupunphol [2015. Dhammic technology acceptance model (DTAM): Extending the TAM using a condition of attachment in Buddhism. Journal of Educational Computing Research, 52(1), 136–151. doi:10.1177/0735633114568859], we present results of the study using 233 completed survey data from a sample of CEGEP students in Montreal, Quebec. The DTAM was originally tested using a sample of Thai university students; this leads to a natural question as to whether this extended Technology Acceptance Model (TAM) model holds in a Western sample. The findings from the present study support the validity of the DTAM for explicating Facebook use, and add empirical evidence to the DTAM, according to which the condition of attachment exerts influence on Facebook use. The paper concludes with a discussion of the implications, limitations, and future extensions of the study.