article

Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario

Authors:

Antonio Padilla-MeléNdez,

Ana Rosa Del Aguila-Obra,

Aurora Garrido-MorenoAuthors Info & Claims

Computers & Education, Volume 63

Pages 306 - 317

https://doi.org/10.1016/j.compedu.2012.12.014

Published: 01 April 2013 Publication History

Abstract

The importance of technology for education is increasing year-by-year at all educational levels and particularly for Universities. This paper reexamines one important determinant of technology acceptance and use, such as perceived playfulness in the context of a blended learning setting and reveals existing gender differences. After a literature review on the mentioned topics, some statistical analysis, such as difference between means and structural equation modeling, were run with a sample of 484 students. The main contribution of this study is to provide evidence that there exist gender differences in the effect of playfulness in the student attitude toward a technology and the intention to use it. In females, playfulness has a direct influence on attitude toward using the system. In males, this influence is mediated by perceived usefulness. Some implications and conclusions are included.

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Cited By

Noutcha MKieffer S(2024)Blended Learning Based on H5P Interactive Exercises: Insights from a Case StudyLearning and Collaboration Technologies10.1007/978-3-031-61672-3_14(214-233)Online publication date: 29-Jun-2024
https://dl.acm.org/doi/10.1007/978-3-031-61672-3_14
Wang SYang DShehata BLi M(2023)Exploring effects of intelligent recommendation, interactivity, and playfulness on learning engagementComputers in Human Behavior10.1016/j.chb.2023.107951149:COnline publication date: 1-Dec-2023
https://dl.acm.org/doi/10.1016/j.chb.2023.107951
Liao CWu J(2022)Deploying multimodal learning analytics models to explore the impact of digital distraction and peer learning on student performanceComputers & Education10.1016/j.compedu.2022.104599190:COnline publication date: 1-Dec-2022
https://dl.acm.org/doi/10.1016/j.compedu.2022.104599
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Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario
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Published In

cover image Computers & Education

Computers & Education Volume 63, Issue

April, 2013

446 pages

ISSN:0360-1315

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Copyright © Elsevier Ltd © 2012.

Publisher

Elsevier Science Ltd.

United Kingdom

Publication History

Published: 01 April 2013

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Cited By

Noutcha MKieffer S(2024)Blended Learning Based on H5P Interactive Exercises: Insights from a Case StudyLearning and Collaboration Technologies10.1007/978-3-031-61672-3_14(214-233)Online publication date: 29-Jun-2024
https://dl.acm.org/doi/10.1007/978-3-031-61672-3_14
Wang SYang DShehata BLi M(2023)Exploring effects of intelligent recommendation, interactivity, and playfulness on learning engagementComputers in Human Behavior10.1016/j.chb.2023.107951149:COnline publication date: 1-Dec-2023
https://dl.acm.org/doi/10.1016/j.chb.2023.107951
Liao CWu J(2022)Deploying multimodal learning analytics models to explore the impact of digital distraction and peer learning on student performanceComputers & Education10.1016/j.compedu.2022.104599190:COnline publication date: 1-Dec-2022
https://dl.acm.org/doi/10.1016/j.compedu.2022.104599
Xia QChiu TChai C(2022)The moderating effects of gender and need satisfaction on self-regulated learning through Artificial Intelligence (AI)Education and Information Technologies10.1007/s10639-022-11547-x28:7(8691-8713)Online publication date: 27-Dec-2022
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Lau KJong M(2022)Acceptance of and self-regulatory practices in online learning and their effects on the participation of Hong Kong secondary school students in online learningEducation and Information Technologies10.1007/s10639-022-11546-y28:7(8715-8732)Online publication date: 27-Dec-2022
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Granić A(2022)Educational Technology Adoption: A systematic reviewEducation and Information Technologies10.1007/s10639-022-10951-727:7(9725-9744)Online publication date: 1-Aug-2022
https://dl.acm.org/doi/10.1007/s10639-022-10951-7
Anthony Jnr. B(2022)An exploratory study on academic staff perception towards blended learning in higher educationEducation and Information Technologies10.1007/s10639-021-10705-x27:3(3107-3133)Online publication date: 1-Apr-2022
https://dl.acm.org/doi/10.1007/s10639-021-10705-x
Matzavela VAlepis E(2021)M-learning in the COVID-19 era: physical vs digital classEducation and Information Technologies10.1007/s10639-021-10572-626:6(7183-7203)Online publication date: 1-Nov-2021
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Al-Nuaimi MAl-Emran M(2021)Learning management systems and technology acceptance models: A systematic reviewEducation and Information Technologies10.1007/s10639-021-10513-326:5(5499-5533)Online publication date: 1-Sep-2021
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