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ERIC Number: EJ1007847
Record Type: Journal
Publication Date: 2013-Apr
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
Perceived Playfulness, Gender Differences and Technology Acceptance Model in a Blended Learning Scenario
Padilla-Melendez, Antonio; del Aguila-Obra, Ana Rosa; Garrido-Moreno, Aurora
Computers & Education, v63 p306-317 Apr 2013
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. (Contains 3 figures and 10 tables.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A