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... In the original study, Duckworth et al. (2007) developed a grit scale and investigated large different populations and found that grit significantly predicted adult educational attainment, college grade point average (GPA), cadet retention and elementary student performance in word spelling contests. The great power of grit in achievement prediction was investigated and confirmed in subsequent studies in a more comprehensive area (Aparicio et al., 2017;Bowman et al., 2015;Eskreis-Winkler et al., 2014;Hagger & Hamilton, 2019). For example, in a longitudinal study about novice teachers' effectiveness, grit was proven to be one of the significant predictors of teachers' academic outcomes ). ...
... With the widespread use of online learning, scholars have believed that grit or persistence may be an important trait that contributes to students' success (McClendon et al., 2017). Therefore, some work dedicated to explore and verify the effect of grit on learning which happened during the online learning environment (Aparicio et al., 2017;Buzzetto-Hollywood et al., 2019;Israel-Fishelson & Hershkovitz, 2020;Wang & Baker, 2018). For example, Wang and Baker (2018) conducted an investigation of how student goals and motivations in the context of MOOCs affect their course completion. ...
... This perhaps implies that although students higher in grit perceive the usefulness of Snap!, they might not want to use it, as their perception of ease of use is low. This further added evidence to the finding of Aparicio et al. (2017) that grit has positive effects on the satisfaction of e-learning, but it cannot estimate if students tend to use more e-learning systems to undertake the learning process. Moreover, our results showed that students higher in grit hold rather differentiated perceptions of usefulness and ease of use than students lower in grit. ...
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Background As a non‐cognitive trait, grit plays an important role in human learning. Although students higher in grit are more likely to perform well on tests, how they learn in the process has been underexamined. Objectives This study attempted to explore how students with different levels of grit behave and learn in an exploratory learning environment. Methods In this study, 66 students participated in seven exploratory tasks in Snap! for approximately 60 min after a 30‐min lecture. Students were categorized into a high grit group and low grit group using a grit scale. The Mann–Whitney U test, epistemic network analysis and lag sequential analysis were used to explore the differences between groups in learning performance, technology acceptance and behavioural patterns. Results Students with different levels of grit engaged in explorative tasks in a short period of time might not present significantly different learning performance, perceptions of usefulness and ease of use, but students higher in grit, actively engaging more different types of activities, tended to put greater sustained effort to solve the challenging task. Take Away Although grit was not significantly correlated with learning performance when students engage in classroom‐based explorative activities, grit did predict whether students are more likely to explore and put greater sustained effort into solving the challenging task.
... Thus, there is a positive influence between student satisfaction and student benefits. Aparicio et al. (2017), W. Cidral et al. (2020), and W. A. Cidral et al. (2018) have provided evidence that the satisfaction of using e-learning will increase student benefits. We refer to previous research to construct student benefits as increased student performance. ...
... Four indicators were used to measure system quality (SQ): ease of navigation, provision of information, structure, and ease of use (Aparicio et al., 2017;W. A. Cidral et al., 2018;W. ...
... Students who are satisfied with e-learning will quickly benefit from e-learning, for example, in the understanding lecture material (Al-Fraihat et al., 2020). Therefore, it will have a positive impact on improving student performance (Aparicio et al., 2017;W. A. Cidral et al., 2018). ...
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p style="text-align: justify;">This study aims to explain the success factors of e-learning. The participants were 427 students in public universities in Indonesia. To demonstrate the success of this e-learning, we developed a more comprehensive e-learning evaluation model that considers the system's characteristics, students, and instructors. The results show that higher student performance is associated with higher student satisfaction. However, the increase in performance is not due to the use of e-learning. Social and cultural factors influence the use of e-learning. Culture and social environment influence students' use of e-learning. The instructor's ability to implement e-learning has been shown to influence student satisfaction. The difference in the implementation of e-learning compared to classroom learning requires different teaching methods that affect student performance. In addition, e-learning is used in all courses during the COVID-19 pandemic.</p
... Second, few studies have focused on positive psychology as a theoretical framework to appreciate the positive influence of emotions in upholding the emotional stability of learners. Third, several studies have been carried out across a broad range of EFL learners' linguistic and cultural backgrounds (e.g., Aparicio, Bacao, & Oliveira, 2017;Teimouri, Plonsky, & Tabandeh, 2020;Wei et al., 2019). However, few studies Arab World English Journal www.awej.org ...
... Some empirical studies have revealed that grit might have a positive relationship with academic outcomes, achievements, self-efficacy, motivation, motivation, engagement, and the willingness to communicate (Akos & Kretchmar, 2017;Aparicio et al., 2017;Lee, 2020;Liu & Wang, 2021;Piña-Watson, López, Ojeda, & Rodriguez, 2015;Usher, Li, Butz, & Rojas, 2018;Teimouri et al., 2020). Wei et al. (2019) focused on grit and foreign language performance amongst 832 middle school students and found that grit positively impacts foreign language performance. ...
... Crucially, these findings imply that learners with grit have high levels of emotional well-being and may be able to use more language learning strategies and better manage their time (Lee, 2020). These abilities may help learners make notable progress in their language learning process (Aparicio et al., 2017). This study, thus, contributes to the previous literature by highlighting the importance of well-being as a psychological factor in boosting the academic achievement of EFL learners. ...
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Research into language learning psychology has shown that personality and psychological traits have influenced learners’ academic outcomes. Nevertheless, the literature contains very little research into the positive psychology of language learners and positive constructs such as grit and well-being. Consequently, this study aimed to examine how the psychological factors of well-being and grit impact the academic achievement of foreign language Saudi female learners concerning their age. Thus, this study attempted to determine the possible statistical relationships between grit, emotional well-being, and foreign language achievement for Saudi female EFL learners. To answer this central research question, the data were obtained via an online survey of 84 Saudi EFL female college-level students. Pearson correlational tests and hierarchical regression tests were used for statistical analyses. The findings revealed that: (1) grit had a positive and significant correlation with well-being levels; 2) grit (perseverance of effort-POE) had a significant and positive relationship with well-being; (3) well-being and grit were significant predictors of participants’ academic achievement, and (4) older EFL learners had higher grit levels than their younger peers. The results imply that understanding the positive psychology of language learners contributes to helping them to achieve academic success. Based on these findings, several pedagogical implications were suggested
... Recently, research in educational technology has showed that learners' characteristics related to how to deal with failure and setback and perseverance in learning can influence their beliefs about electronic learning (e.g. Aparicio et al., 2017). In regards to language learning, however, there are little indications in the literature on how such characteristics can influence language learners' perceptions and attitudes about CALL. ...
... We also hypothesized that L2 grit would positively predict attitudes toward CALL as those who make more effort and are interested in language learning would probably perceive CALL activities useful and effective, see surplus value in it, and would probably use CALL more when they are encouraged by their teacher. Research has also indicated that grit is positively linked with satisfaction with e-learning and its quality (Aparicio et al., 2017). Moreover, we predict that those who keep interest in language learning would probably feel less inhibited to use computers for language learning and would show higher exhibition to CALL and computerized learning activities. ...
... Given the negative relationship between grit and anxiety (Teimouri et al., 2022), it seems reasonable that grittier students seek conditions that provoke less anxiety and create a comfortable learning environment. These findings are also in line with the findings of Aparicio et al. (2017) who reported that grit positively affected satisfaction with e-learning and perceptions about the quality of e-learning. ...
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This article reports on a study that examined the relationship between language learners’ L2 grit and language mindsets and their attitudes toward CALL. The participants of the study were 625 EFL learners (male = 165, 26.4%; female = 460, 73.6%) with the mean age of 24.4 years (SD = 1.74). They were asked to respond to questionnaires on language mindsets, L2 grit, and attitudes toward CALL. The data were analyzed through regression and structural equation modeling (SEM). The results indicated that fixed mindsets predicted the effectiveness of CALL negatively and exhibition to CALL positively, whereas growth mindsets positively predicted the effectiveness of CALL. The results also indicated that persistence of effort positively predicted surplus value of CALL and teacher’s influence on CALL, and consistency of interest predicted degree of exhibition to CALL.
... Although the literature surrounding grit and autonomous learning is limited, much of the work relating these constructs involves the online educational environment. However, Aparicio et al. (2017) and Barber et al. (2019) further contend that this study base is also lacking. Within certain educational settings, students must possess different levels of responsibility and control in their autonomy of learning and the online environment is no exception. ...
... In their study of the SALAZAR AND MEADOR | 3 current literature, Barber et al. (2019) indicated that no validated or reliable tools existed to measure grit and the resilience of students in online settings. In an attempt to fill the gaps in the literature, Aparicio et al. (2017) developed a theoretical model to study the impact of grit on e-learning success. These authors ascertained that grit not only had a positive effect on students' performance but also their satisfaction with their learning experience. ...
... These authors ascertained that grit not only had a positive effect on students' performance but also their satisfaction with their learning experience. Research, however, was inconclusive when considering whether or not grittier individuals were more likely to engage or choose the e-learning environment (Aparicio et al., 2017). ...
Article
To use self‐control and self‐determination theories in a grit model with self‐control as a mediator of autonomous learning and well‐being. A cross‐sectional online survey using a convenience sampling approach was employed to recruit 511 university students (70.6% female) with an average age of 25. Grit was positively related to self‐control, autonomous learning, and grade point average (GPA). Additionally, self‐control had a mediated effect on the relationship between grit and autonomous learning, and between grit and well‐being. Findings offer insights on the role of self‐control in enhancing autonomous learning and GPA among gritty students. Implications are also offered for research and practice in higher education settings. Students with higher levels of grit reported higher autonomous learning and self‐control. Self‐control mediated the relationship between students' grit and autonomous learning. Self‐control served as a mediator between students' grit and well‐being. Students with higher levels of grit reported higher autonomous learning and self‐control. Self‐control mediated the relationship between students' grit and autonomous learning. Self‐control served as a mediator between students' grit and well‐being.
... The more that students perceive the e-learning system as easy to use, easily accessible, user friendly, compatible, and flexible, the more they will be encouraged to use the system and enhance their overall experience. Accordingly, many scholars have confirmed the positive impact of the SYSQ of e-learning systems on students' usage intention (Yakubu & Dasuki, 2018;Zhang et al., 2020) and continued system usage (San-Martín et al., 2020;Sharma et al., 2017), in addition to its positive influence on student user satisfaction (Aparicio et al., 2017;Cidral et al., 2020;Seta et al., 2018). Therefore, this study suggests that having a high-quality elearning system leads to an increase in student satisfaction and favorable intention to continue using the system. ...
... Additionally, Tam and Oliveira (2016) state that an increase in user satisfaction leads to greater individual impact. Moreover, research on e-learning success has reported that student satisfaction has a positive impact on individual performance (Aparicio et al., 2017;Cidral et al., 2018). ...
... As Cidral et al. (2018) state, if the usage of e-learning systems is perceived by students to be compatible with their needs, they can complete their tasks more effectively. According to Aparicio et al. (2017), the more frequently e-learning systems are used, the more students perceive positive individual impacts. ...
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his study seeks to investigate the factors that influence online students’ contin�ued usage intention toward e-learning systems by presenting an extended model that is based on the Delone and McLean (2003) IS success model (D&M ISS model).
... Additionally, teachers can subtly utilize language to influence students' perceptions of their own skills and further spur them on to success [81]. Particularly, teachers with a fixed mindset tend to provide more praise to students' fundamental qualities [85], which has a detrimental effect on students' motivation for learning and persistence in their efforts [86]. Based on that, this study puts forth the following theories: ...
... The ability (AB) was proposed with the establishment of five components suggested by [75,[120][121][122]. In order to adapt effort and perseverance (EP), six components from [82,85,120,121] were included. Five items from [89] were modified for use in responsibilities (RE). ...
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In relation to E-learning, achievement motivation is the persistent drive that students have to succeed to a particular degree of quality in a competitive environment. Goals, task values, ability self-concepts, and achievement motives are only a few of the many diverse constructions that make up achievement motivation, which is not one single construct. According to the few studies that have looked at different motivation constructs as predictor variables of university students’ academic achievement well beyond cognitive abilities and achievement motivation, most motivational constructs predicted educational success beyond intelligence, and students’ ability self-concepts as well as task morals are more potent in predicting their achievement than goals and achievement motives. However, an effort was made in this study to examine the impact of academic achievement motivation on university students inside the Kingdom of Saudi Arabia. The purpose of the current study was to investigate the variables that influence motivation for achievement. It was predicted that these variables include ability, effort, perseverance, responsibility, the viewpoint of the teacher, and tasks. The major data collection strategy used by the researchers to accomplish their research goal involved distributing a questionnaire to 248 students. Structural equation modeling (SEM), a quantitative research technique, was used to produce the results. Because all of the criteria were significantly correlated in this study, it can be concluded that the tasks assigned to students and the perspective of the teacher both contribute to students’ motivation for achievement. The significance of the findings for studying motivational constructs with various theoretical underpinnings and structural models is highlighted. The associations among all hypotheses were investigated using the following variables based on the suggested model: aptitude, efforts and persistence, duties, the teacher’s viewpoint, and tasks.
... QSer has the power to influence student conduct. In elearning, if the service meets the Student's expectations, this will give them the impetus to use it (Aparicio et al., 2017). Therefore the study adopts four indicators to examine the learners' viewpoint during the pandemic, as well as to test the following hypothesis: ...
... According to Tam and Oliveira (2016), greater user satisfaction leads to greater intention to use. Hence, Various studies have demonstrated the essential leverage link between users' satisfaction and usage of the ELS (Al-Fraihat et al., 2020;Mohammadi, 2015;Lwoga, 2014;Aparicio et al., 2017;Tam and Oliveira, 2016). The research model shows that user satisfaction was affected by several factors: QC, QSer, QIN, QSys, LCAx, IATE, DIA, and LPIOW. ...
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Human lives globally have been affected by the COVID-19 pandemic. The quantitative research method was followed to assess e-learning system success from students' perspectives during the pandemic. ISS and USAT model was adopted to measure it, and a survey was used to collect 632 voluntary students. The regression analysis method presented variations between the quality of factors that anticipate user-perceived satisfaction, system use, and individual performance. While the quality factors suggested the impact of the dependent variable was (collaboration, information, service, System, IATE, DIA, LCAx, and LPIWO). In students' opinion, the study found quality factors significantly positively influence the adopted model, except for the QSer and IATE. The study outcome is expected to help academic staff and learners with further research. Keywords: E-learning, distance education, students' opinion, DeL& McL model, USAT model
... In line with (a) the differential approach of feedback interventions theory (Kluger & DeNisi, 1996, 1998, (b) the general idea of aptitude-treatment-interaction (ATI, Cronbach & Snow, 1969) that students with different abilities benefit more or less from different interventions, treatments or instructional techniques and c) a large corpus of fit effects in psychological research (e.g., Edwards, 1991;Higgins, 2000;Porter & Umbach, 2006), we will propose interactions between personal preferences and different feedback types. Based on the relevance of designing good e-learning environments (Al-Fraihat et al., 2020;Mohammadhassan et al., 2022), the fact that learning success in digital environments is dependent on interindividual differences in self-regulation (Aparicio et al., 2017) and given that the field of e-learning opens up new possibilities to adapt the learning context to learners' specific needs (Seo et al., 2021;Shute & Towle, 2003), we investigated whether such postulated fit effects of different comparison standards affect persistence and performance on an e-learning platform for exam preparation. The present manuscript provides new theoretical perspectives on learners' preferences for comparison standards, their potential fit with the comparison frames of the feedback, and their importance for self-regulated learning. ...
... Persistence in e-learning environments is also dependent on individuals' self-regulation (Aparicio et al., 2017;. Consequently, based on the general framework of fit effects (Kluger & DeNisi, 1996, 1998 and transferring the evidence and mechanisms of regulatory fit (Freitas & Higgins, 2002;Higgins, 2000) to learners' preferences for comparison standards and the context of feedback, we propose similar effects on learning persistence in an e-learning environment. ...
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Performance evaluation is based on comparison standards. Results can either be contrasted to former results (temporal comparison) or results of others (social comparison). Existing literature analyzed potential effects of teachers’ stable preferences for comparison standards on students’ learning outcomes. The present experiments investigated effects of learners’ own preferences for comparison standards on learning persistence and performance. Based on research and findings on person-environment-fit, we postulated a fit hypothesis for learners’ preferences for comparison standards and framed feedback on learning persistence and performance. We tested our hypotheses in two separate experiments ( N = 203 and N = 132) using different manipulations of framed feedback (temporal vs. social) in an e-learning environment, thus establishing high ecological validity and allowing objective data to be collected. We found first evidence for beneficial effects of receiving framed feedback towards own preferences on learning persistence and performance in our experiments. We tested fluency as a possible underlying psychological mechanism in our second experiment and observed a larger fit effect on learning persistence under disfluency. The results are discussed regarding a new theoretical perspective on the concept of preferences for comparison standards as well as opportunities for adaptive e-learning.
... In addition, it consists of software and hardware (Dorobat et al., 2019) and identifies system properties, such as usability, dependability, availability and flexibility, which influence users' opinions of e-learning systems (Al-Fraihat et al., 2017;Salloum et al., 2019). According to Aparicio et al. (2017), the quality of a technological system may be determined by its performance, functionality and degree of usage. It may also be judged by the functionalities, usability, navigation and accessibility that users experience when using the e-learning platform for learning (Cidral et al., 2018). ...
... In the process of formulating a statement, the degree to which variables are related to one another serves as a criterion, as demonstrated by the research model in Figure 1. Both the research concept and the measuring indicators have been adopted from a number of earlier investigations (Al-Fraihat et al., 2020;Almaiah et al., 2016;Aparicio et al., 2017;Cidral et al., 2018;Dorobat et al., 2019;Freeze et al., 2019;Ghazal et al., 2018;Hasan et al., 2017;Mohammadi, 2015;Ramírez-Correa et al., 2018;Salloum et al., 2019;Seta et al., 2018;Sharma et al., 2017;Tarhini et al., 2017). All measurement indicators are presented in Table 1. ...
Article
Purpose The e-learning-based approach is critical in keeping the wheels of education turning in the face of the COVID-19 epidemic. In this scenario, analyzing the implementation of the e-learning system is required to properly grasp the needs. The purpose of this paper is to demonstrate the relationship between technical system quality, information quality, service quality, educational system quality, support system quality, learner quality, instructor quality, perceived satisfaction, perceived usefulness, e-learning system use and benefits. Design/methodology/approach This study was carried out by giving online questionnaires to students attending private institutions in Indonesia. A total of 593 students participated in the study and provided responses. The structural equation model, which is supported by the program WarpPLS7.0, is used to analyze the data. Findings Maintaining the quality of the technological system, the information system, the learners and the educational system can help achieve the goal of increasing perceived utility. In the meanwhile, factors such as inadequate service quality, educational system quality, support system quality and teacher quality can all pose challenges to perceived levels of satisfaction. To get the most out of e-learning apps, users' expectations about how fun, useful and easy to use they are need to be met. Research limitations/implications This study was carried out in the midst of the COVID-19 epidemic with a restricted number of participants from Indonesian institutions of higher education. This research has the potential to be expanded into a variety of different types of higher education in the future. Practical implications The main thing that will determine whether an e-learning system model works is the quality of the learners. Originality/value The institution should think about changing the material offered in the e-learning system to make it easier for students to grasp by describing the current material and providing digital handouts of lecturers' explanations. This study expanded the e-learning system success model and applied it to the evaluation of e-learning deployment in Indonesian higher education. This study will improve student comprehension of the e-learning model and contribute to the body of knowledge about e-learning applications and technology.
... W. Cidral et al., 2020;W. A. W. A. Cidral et al., 2018;Aparicio et al., 2017). We include the benefit of the e-learning policy as an indicator of this research. ...
... W. Cidral et al., 2020;W. A. W. A. Cidral et al., 2018;Aparicio et al., 2017). ...
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The Covid-19 pandemic makes the government adjust the learning system from face-to-face to e-learning amid restrictions on mass social contact. We develop the Updated Delone and McLean information systems success (D&M ISS) model by incorporating external factors. The newly added constructs include student capability, teacher capability, and social influence. We employed partial least squares structural equation modeling (PLS-SEM) on 427 respondents gathered from online survey questionnaires completed by undergraduate and postgraduate students during the pandemic. The study identifies that user satisfaction depends on improving the system’s quality, quality of information, teacher’s capability, students’ capability, and social impact. The study also finds a reciprocal relation between students’ satisfaction and net academic benefit. The e-learning system should be enhanced by improving the system’s quality and students’ satisfaction, quality of information, quality of service, and student and teacher capability that do not influence the use of e-learning. This paper provides valuable theoretical and practical implications for regulators and researchers to evaluate e-learning success. © 2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
... The IS Success Model has been applied to measure Enterprise Resource Planning (ERP) system success, e-procurement application, egovernment application on the user perspective, e-banking application use success, user developed application domain, e-commerce, and mbanking (Chen, 2010;Floropoulos et al., 2010;Gotoh, 2009;Hsu & Chen, 2007;McGill et al., 2003;Rana et al., 2015;Sambasivan et al., 2010;Scott & DeLone, 2009;Wang & Liao, 2008). In the e-learning domain, the IS Success Model has also been applied universally to measure and identify important success factors when it comes to evaluate the success of various e-learning systems (Almarashdeh, 2016;Alzahrani et al., 2019;Aparicio et al., 2017;Cidral et al., 2018;Freeze et al., 2010;Holsapple & Lee-Post, 2006;Lin, 2007;Lin & Lee, 2006;Yakubu & Dasuki, 2018). ...
... Even though there are several measures for system quality which are such as accessibility, response time, user friendly, reliability, accuracy system, adaptability and availability, ease of learning, ease of use, efficiency, flexibility, systems feature, integration of systems, sophistication, and interactivity, researchers usually choose among the measures with respect to the context of the study. Previous studies have proved that the system quality dimension had a significant positive effect on the system satisfaction and usage in the e-learning context (Alsabawy et al., 2013;Alzahrani et al., 2019;Aparicio et al., 2017;Freeze et al., 2010;Hassanzadeh et al., 2012;Islam, 2012;Kim et al., 2012;Mohammadi, 2015;Motaghian et al., 2013;Shahzad et al., 2021;Tajuddin et al., 2013;Wang & Chiu, 2011;Yakubu & Dasuki, 2018). ...
Article
The appearance of the coronavirus pandemic had several implications on the educational process, which caused students, at all educational levels, to resort to digital libraries as the available educational opportunity in this challenging time. This study sheds light on the Egyptian Knowledge Bank (EKB) as one of the largest digital libraries in the world. It empirically evaluates the EKB, using the updated Information Systems Success (ISS) model proposed by DeLone and McLean (2003), among postgraduate business students in the context of Egyptian universities with a sample of 245 students. The results indicate that all nine hypotheses derived from the research model are supported and significant, contributing either directly or indirectly to the success of the EKB. Hence, the results confirm the validity of the ISS model in measuring the success of the EKB. These findings highlight as well the significance of investing more deeply in digital libraries as a coping mechanism for the educational recovery process from COVID-19 and the importance of creating awareness among students about digital libraries in order to sustain the learning process in a safe environment.
... The current study results establish which the system quality does not influence the visitors' impact in Subak museum, which corroborates the findings [79]. Some museum visitors have difficulty finding information contained in AR mobile, and some of the existing features are still unstable. ...
... Lecturers and students have widely used the use of internet technology such as websites (e-learning) in universities. Several factors are why internet-based learning (website) is carried out in addition to the Covid-19 pandemic factor which is currently endemic, it is also influenced by the low cost of using internet access in the field of education, it can even be said to be free [8]. Thus, the use of E-learning in the learning process is a new pattern in the education world today, which is applied to follow up the dynamics of changing times that are so fast both technically and scientifically. ...
... The variables added to the initial D&M IS Success Model were user experience with the analyzed technology and experience of using the Internet. An interesting new construct added to the D&M IS Success Model refers to learner's character attributes, i.e., student grit, defined as the constancy of interest, persistence, and passion for achieving long-term goals (Aparicio et al., 2017). Most studies deal with the use of e-learning solutions from the perspective of two user groups -teachers/ instructors/trainers of training/courses and the participants in the e-learning process (students, pupils, employees). ...
Article
With the growing interest in e-education, particularly in the context of the pandemic, more scientific studies have been undertaken recently to analyze and identify factors influencing e-learning acceptance. Indeed, e-learning acceptance depends on many different factors, but no consensus has been reached on factors that contribute most to the acceptance of e-learning solutions. Consequently, this article ascertains the factors and their relationships behind the satisfaction and the future intention to use e-learning among Polish university students. From among the factors analyzed in the literature, the author examined the relationship between computer self-efficacy (CSE), facilitating conditions (FC), satisfaction (S), and the future intention to use e-learning (FI). Data were gathered using structured questionnaires and computer-assisted web interviewing (CAWI). Students at Bialystok University of Technology (Poland) were sent an electronic link to the questionnaires using the internal e-mail system. A total of 803 forms were returned fully filled out. Aiming to ascertain the extent to which measured variables describe the number of constructs, the author conducted a Confirmatory Factor Analysis (CFA). The Generalized Least Squares (GLS) estimator was used to calculate the values of model parameters. The results confirmed that higher computer self-efficacy and better facilitation conditions result in greater user satisfaction with e-learning. However, facilitating conditions impact user satisfaction more than computer self-efficacy construct variables. Based on the findings, user satisfaction is a strong antecedent of the future intention to use e-learning.
... Grit, especially under its aspect of persistence, has been widely found to be associated with students' higher academic performance (Crede et al., 2017;Liu and Wang, 2021;Lam and Zhou, 2022). Students with high level of grit often report more learning engagement and are more likely to achieve better academic standards (Wolters and Hussain, 2015;Aparicio et al., 2017). In the field of English learning, grit is considered to play a key role Pawlak et al., 2022;Teimouri et al., 2022). ...
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Introduction Having to adapt to a new environment with various other challenges while completing their studies, Chinese college students experience intense stress related to the study of the English language. However, there has been little research on the serial mediating mechanism of English-learning stress on English academic performance. Methods Present study recruited 1130 undergraduate students to finish self-report online questionnaire to collect the information about their English-learning stress, academic anxiety and burnout, English academic performance and grit. We constructed a moderated serial mediation model to test the effect of academic anxiety and academic burnout and explored whether grit can restrict the decrease in academic performance caused by English-learning stress. Results Results show that: (1) both academic anxiety and academic burnout mediate the relationship between English-learning stress and performance; (2) academic anxiety and academic burnout show a significant serial mediating role between academic pressure and English academic performance; and (3) grit significantly moderates the relationship between academic burnout and English academic performance. Discussion These results lead us to believe that cultivating the grit of Chinese college students may be an effective way to improve the academic performance of those experiencing high English-learning stress.
... Kesimpulannya menunjukkan bahwa hasilnya penelitian tentang penggunaan CBT dalam mengukur kualitas lulusan pendidikan non-formal di Indonesia sukses, khususnya di Jawa Barat. Lain halnya yang dilakukan oleh Aparicio et al (2017) bahwa sistem elearning sedang muncul di banyak pengaturan masyarakat kita. Sekolah, universitas, dan beberapa organisasi lain menggunakan sistem ini. ...
Article
Penelitian ini bertujuan untuk mengembangkan model dan mengimplemetasi Model Based Keyword Successs Learning (BKSL) sebagai solusi peningkatan kompetensi pembelajaran praktikum di era new normal dan merekayasa atau /merancang suatu model untuk operasional pembelajaran praktikum, sehingga penerapannya dapat lebih efektif dan efesien, serta memudahkan penyajian materi bahan ajar secara lebih mudah dipahami oleh mahasiswa. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan atau Research and Development. Hasil penelitian ini, model Based Successs Keyword Learning (BSKL) melibatkan media dan tenknik yang terdiri dari game; debat; diskusi; cerita; film; percakapan; dan kosa-kata, jenis media pembelajaran yang paling diminati oleh mahasiswa AMIK Indonesia adalah game dengan skor 4.09 dengan keterangan sangat mampu, dan diikuti penggunaan kosa-kata dengan skor 3.46, film dengan skor 3.39, dan debat, percakapan, cerita, dan diskusi dengan skor 2.82 dengan keterangan cukup mampu.Penggunaan media game dan film dapat mempermudah mahasiswa dalam memahami percakapan bahasa inggris yang secara tak langsung menambah kosa-kata setiap individu mahasiswa, pada pembelajaran praktikum dengan berbagai penggunaan computer dapat membantu mahasiswa AMIK Indonesia dalam mengoperasional komputer dalam kegiatan praktikum.
... This finding suggests that university students have a medium-high level of consistency of interest and perseverance in the pursuit of university learning. This study was conducted during the pandemic when the learning approach was primarily online, and as such, students need to be more persistent despite the difficulties they face in the learning process (Aparicio et al., 2017). Among the challenges that students need to face are the difficulties of focusing when learning online, lack of resources and learning tools, and problems of internet instability Table 11. ...
... The Actual Use of e-learning systems and satisfaction perceived by the user has a significant impact on performance expectancy (H4, H5), and the results are steady with previous studies (Aparicio et al. 2017;Urbach et al. 2010;Cidral et al. 2018). The purpose is essentially to make postgraduate students self-directed and to learn. ...
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Performance expectancy is the expected impact of a technology’s functional advantage even in uncertain conditions. This study suggests that the learning collaboration quality, information quality, and course content support impact the actual use of e-learning and satisfaction perceived by the user, resulting in performance expectancy that meets stakeholder expectations. This study outlines the theoretical model for defining student success in e-learning systems through a theory of online collaborative learning. The research examines the empirical data gathered from 109 postgraduate doctoral students’ participated in the postgraduate universities in Indonesia. The research attempts to focus specifically on how the actual use of e-learning and satisfaction perceived by users mediates the influence of learning collaboration quality, information quality, and course content support on performance expectancy to enhance the sustainability and performance of e-learning in Indonesian universities. The study shows that the learning collaboration quality, information quality, and course content support have no impact on performance expectancy, while each of the constructs indirectly impacts the performance expectancy through the actual use of e-learning. Conversely, the learning collaboration quality and course content support have not indirectly influenced toward performance expectancy by satisfaction perceived by the user as mediator except the information quality.
... There is also a discrepancy in the findings of some investigations. For example, whereas a few scholars found that overall quality has a substantial impact on actual usage, others found the association to be insignificant (Tam and Oliveira, 2016;Aparicio et al., 2017). This research offers an extension of DMISM, which includes self-efficacy as a moderating variable between overall quality and actual utilisation. ...
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Society has come to believe that e-government services are the future of the public sector as it continues to transform individuals' lives in various ways. This study aims to create a theoretical framework for better understanding and provide academic knowledge of the factors that influence e-government usage. This study employed a content analysis approach using the DeLone and McLean Information System Success Model (DMISM) to examine and synthesise the e-government usage factors. Six factors are highlighted; system quality, information quality, service quality, user satisfaction, actual usage and self-efficacy. Furthermore, six propositions are presented and the theoretical framework is formed that highlights the e-government usage fundamentals toward performance. This study provides a basic view into e-government usage, where the synergy between overall quality and performance factors must coexist in order for e-government usage successfully implemented. The theoretical framework that has been built serves as a foundation for future empirical investigations.
... Student's motivation, satisfaction and quality issues have been found to be greatly linked with the effectiveness of distance education in delivering the sustainability message (Dimitrious, 2015;Harris & Martin, 2012;Markova et al., 2017). However, it has also been revealed that although the new virtual technologies are important, they are not sufficient because they do not encourage the development of key learning skills, attitudes and values towards environmental conservation and sustainable development on the same level as face-to-face fieldwork (de Oliveira et al., 2017). Therefore, further investigation is needed to explain the influence of the effectiveness of distance education in forming distance learners' attitudes towards sustainability. ...
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The objectives of this study are to investigate the effectiveness of distance education in fostering a positive attitude towards sustainability, examine the effects of barriers to sustainability in distance education in terms of the attitude towards sustainability and investigate the mediating effect of innovativeness in the aforesaid relationship. Online survey questionnaires were used to collect data from 663 final-year students enrolled in courses offered through distance education mode at selected universities in Malaysia. The data analysis was based on the partial least squares structural equation modelling (PLS-SEM) approach. This study attests that distance education is effective in nurturing a positive attitude towards sustainability through the mediation of innovation. Although the barriers related to distance education seemed to pose an inverse effect on the attitude towards sustainability, it did not seem to have any significant effect on innovativeness. Future research may investigate the further applicability of this study’s model in various contexts related to the role of distance education in achieving the goals of the sustainable development agenda.
... Previous studies mostly used the ECM, technology acceptance model (TAM), and other models to investigate users' continuance intention to use online virtual classrooms. Only a few studies began to pay attention to the impact of the three elements in the D&M model in recent years and made a preliminary exploration [35]. ...
Article
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Different from systems that directly provide online shared courses such as MOOC, online learning systems such as Tencent Classroom simulate a real classroom environment for students and teachers to realize online face-to-face teaching, utilized during the COVID-19 pandemic. Nevertheless, due to the limitation of physical distance, the intelligent design of online learning systems is necessary to provide students with a good learning experience. This study notes that an unexpected optimization effect is the impact of system characteristics on the flow experience of online learning systems, which has not been studied, but plays a vital role in the effectiveness of online learning systems. In the study, a questionnaire was created and multi-stage sampling was used to investigate 623 college students. Based on the DeLone and McLean model of IS success and flow theory, a model for optimizing system characteristics and flow experience was constructed and its effectiveness was tested. The results reveal that system characteristics have a positive impact on continuance intention and flow experience. Additionally, flow experience and learning effect have a positive impact on continuance intention. Furthermore, flow experience has a positive impact on the learning effect. This study emphasizes the flow experience of online learning systems and reveals the optimization direction of online virtual face-to-face classrooms to provide references for the Ministry of Education, schools, and enterprises providing education systems.
... Studies have found that students who are satisfied with the system will use it more frequently [11]. Furthermore, students that could successfully interact with each other and had various ways of learning evaluations within the system were more satisfied [12]. ...
Article
This study aims to evaluate the ways that the actual usage of a platform for digital competence acquisition, evaluation and certification contributes to satisfaction and perceived success of students in primary and secondary schools. A cross-sectional survey was implemented online to collect 1725 students’ answers in six European countries. The analysis of collected data was carried out by employing Pearson correlation, Partial least squares structural equation modelling (PLS-SEM) and Importance-performance map analysis (IPMA). Findings indicated that the usage of such a platform has greater effects on the impacts than on students’ satisfaction. Detailed analysis of correlations revealed that students’ decision on whether they will use the platform in the future greatly depends on how it contributes to the success of their learning processes. Results also suggest that teachers are seen as an inevitable part of such a process and are mandatory to achieve the full potential of the platform.
... For example, it predicted spelling bee performance, graduation rates, and higher scholastic ratings. These conclusions are confirmed by the report of [9] that examines grit in graduate students' accomplishments in online courses. Results show a substantial link between grit and grade point average (GPA), study time duration, and age. ...
Conference Paper
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Grit plays a crucial role in determining high individual success more than intellectual talent alone. However, there is no existing literature that ventured into the trait identification in an e-learning environment. This study presents a comprehensive computational-driven strategy for detecting a learner’s grit using machine learning. Empirical results show that DBSCAN and Random Forest models produce average accurate prediction consistency of 92.67% against the questionnaire method. Knowledge interpretation using feature importance and association mining quantifies perseverance and sustained interest as the most pressing component of grit. Correlational analysis reveals that grit has a weak connection with course grades (short-term goal) but demonstrates a strong positive association with professional achievement (long-term goal) and maturation. Collectively, our findings substantiate that breakthrough accomplishment is contingent not solely on cognitive ability but on constant interests and resilience.
... Those possessing a higher level of grit are believed to focus better and are less deterred by mistakes and losses, thus they can optimize their potential and ability (Credé et al., 2017). Additionally, previous research also confirmed the positive role of grit in students' academic achievements (Perkins-Gough, 2013;Macnamara et al., 2014;Aparicio et al., 2017;Tang et al., 2019). ...
Article
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There is no denying that there is ample evidence of numerous factors that influence language learners' success. Recently, there is a critical call to embrace positive psychology that is more open and appreciative of the positive influences in learning English as a foreign language (EFL). Set against this burgeoning area of study in language learning, this paper puts forward the findings of a study that aimed to examine the mediating roles of grit and foreign language enjoyment in the relationship between growth mindset and English language performance. The study employed a correlational research design involving 388 EFL students from one university in China. The data were collected through a questionnaire and an English language performance test. Using the structural equation modeling, this study found that the association between growth mindset and English language performance was partially mediated by grit and foreign language enjoyment. This indicates that students with a growth mindset tend to possess a higher level of grit as well as experience more enjoyment in learning English, which consequently can lead to students becoming more successful language learners. These findings provide significant implications for language teachers, educational material developers, and school administrators in China to embrace the affective domain postulated by positive psychology.
... Higher education institutions and governments are trying to introduce online learning around the world, as analyzed by [19]. In addition to this, [72] depicted their model as significant in making e-learning more beneficial and determining its success. The results demonstrated that the strength of e-learning positively influenced the performance and satisfaction level of the individual. ...
Article
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With the rise of the Covid-19 pandemic, there has been a severe negative impact on all aspects of life, whether it be a job, business, health, education, etc. As a result, institutions, schools, colleges and universities are being shut down globally to control the spread of Covid-19. Due to this reason, the mode of education has a dramatic shift from on-campus to online learning with virtual teaching using digital technologies. This sudden shift has elevated the stress level among the students because they were not mentally prepared for it, and hence their academic performance has been adversely affected. So, there needs to figure out the underlying process to make online learning more productive. Thus, to obtain this objective, the present study has integrated the modified Technology Acceptance Model (TAM), Task Technology Fit Model (TTF), DeLone and McLean Model of Information Systems Success (DMISM) and Unified Theory of Acceptance and Use of Technology (UTAUT) model. A sample of 404 students was obtained, where 202 students were from the top ten public sector universities, and 202 were from the top ten private sector universities of Punjab. Structural Equation Modelling (SEM) was used to analyze the hypothesized framework using AMOS. The results reveal that institutional factors positively impact students’ performance mediated by user satisfaction and task technology fit. Similarly, institutional factors affect performance through mediation by user satisfaction and actual usage in sequence. Cognitive absorption was used as a moderator between institutional factors and user satisfaction. In the end, theoretical and practical inferences have also been discussed.
... MOOCs can be considered to have aided the development of grit among students and vice-versa (Aparicio et al., 2017). Students that manifest higher learning stamina tends to become successful in finishing an academic task and in the long-run be able to hurdle the completion of an academic degree (Eskreis-Winkler et al., 2016). ...
Article
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Learning a foreign language such as English usually takes a considerable amount of effort on the part of non-native speakers. The English language as the modern-day lingua franca in almost all aspects of global communications spanning from business to the academe requires that students should be adept of it after they finished their tertiary education. The Southeast Asian Region in which the Philippines belong, is trying to catch-up with the global productivity index that must produce college graduates that are adept in using the English language in order to be competitive. Learning English in college through the use of traditional teaching methods makes students disinterested and disengaged in their course works. The advent of technology specifically the Internet has offered an alternative method to learn English in a more interesting and engaging way through synchronous and asynchronous learning methods such as the massive open online courses (MOOCs). This learning modality has eased the tension of acquiring the necessary English language proficiency among college students. This study is anchored on the structural equation modelling about the effects of MOOCs in learning the English language along with their learning grit from the vantage point of Filipino college students.
... The first and revised form of the DeLone and McLean model states that user satisfaction is an antecedent success factor of individual and organizational benefits. The assumption between satisfaction and individual benefits has been positively determined by a series of related studies such as (Cidral et al., 2018;Aparicio et al., 2017;Hsu et al., 2015;Tam and Oliveira, 2016). Other scholars found a positive effect from user satisfaction on organizational benefits (Harr et al., 2019;Dezdar and Ainin, 2011;Chou and Hong, 2013;Almaz an et al., 2017). ...
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Purpose Despite the increasing role of the data warehouse as a supportive decision-making tool in today's business world, academic research for measuring its effectiveness has been lacking. This paucity of academic interest stimulated us to evaluate data warehousing effectiveness in the organizational context of Jordanian banks. Design/methodology/approach This paper develops a theoretical model specific to the data warehouse system domain that builds on the DeLone and McLean model. The model is empirically tested by means of structural equation modelling applying the partial least squares approach and using data collected in a survey questionnaire from 127 respondents at Jordanian banks. Findings Empirical data analysis supported that data quality, system quality, user satisfaction, individual benefits and organizational benefits have made strong contributions to data warehousing effectiveness in our organizational data context. Practical implications The results provide a better understanding of the data warehouse effectiveness and its importance in enabling the Jordanian banks to be competitive. Originality/value This study is indeed one of the first empirical attempts to measure data warehouse system effectiveness and the first of its kind in an emerging country such as Jordan.
... Kesimpulannya menunjukkan bahwa hasilnya penelitian tentang penggunaan CBT dalam mengukur kualitas lulusan pendidikan non-formal di Indonesia sukses, khususnya di Jawa Barat. Lain halnya yang dilakukan oleh Aparicio et al (2017) bahwa sistem e-learning sedang muncul di banyak pengaturan masyarakat kita. Sekolah, universitas, dan beberapa organisasi lain menggunakan sistem ini. ...
Article
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One of the strategies used to present effective information is the strategy of using keyword-based learning based on the application of keywords in understanding learning material on the use of computers in order to improve students' memory in developing better ways to encode information so that it will be easier to remember. This study aims to develop a model and implement Model-Based Keyword Success Learning (BKSL) as a solution to improve practicum learning competencies in the new normal era so that its application can be more effective and efficient, as well as facilitate the presentation of teaching materials more easily understood by students. This method involves media and techniques consisting of games; debate; discussion; story; film; conversation; and vocabulary. The approach used in this research is a qualitative approach with a descriptive method. The stages of data collection include a) interviews; b) observation; and c) documentation, the technique of drawing conclusions by analyzing documents, whether written, pictures, or electronically, while the data analysis technique goes through the following stages: a) data reduction; b) data presentation; and c) drawing conclusions. This learning involves several assessment variables in taking the results of the assessment consisting of, namely; games, debates, discussions, stories, films, conversations, and vocabulary that are carried out practice directly to students, the results of this study note that the most popular learning media are using games, films, and vocabulary. While learning with debate, conversation, story, and discussion models is not much liked. Salah satu strategi yang digunakan untuk menyajikan informasi efektif adalah strategi penggunaan keyword based learning berbasis penerapan kata kunci dalam memahami materi belajar pada penggunaan komputer agar meningkatkan memori siswa dalam mengembangkan cara yang lebih baik untuk menyandikan informasi sehingga akan lebih mudah diingat. Penelitian ini bertujuan untuk mengembangkan model dan mengimplemetasi Model Based Keyword Successs Learning (BKSL) sebagai solusi peningkatan kompetensi pembelajaran praktikum di era new normal, sehingga penerapannya dapat lebih efektif dan efesien, serta memudahkan penyajian materi bahan ajar secara lebih mudah dipahami oleh mahasiswa. Dalam metode ini melibatkan media dan teknik yang terdiri dari game, debat, diskusi, cerita, film, percakapan, dan kosa-kata. Pendekatan yang digunakan pada penelitian ini adalah pendekatan kualitatif dengan metode deskriptif. Tahapan pengumpulan data meliputi: a) wawancara; b) observasi; dan c) dokumentasi, teknik pengambilan kesimpulan dengan cara untuk menganalisis dokumen baik tertulis, gambar, maupun elektronik, sedangkan pada teknik analisis data melalui tahapan: a) reduksi data; b) penyajian data; dan c) penarikan kesimpulan. Pembelajaran ini melibatkan beberapa variabel penilaian dalam pengambil hasil penilaian terdiri dari yaitu; game, debat, diskusi, cerita, film, percakapan, dan kosakata yang dilakukan secara praktik langsung ke mahasiswa. Hasil penelitian ini diketahui bahwa media pembelajaran yang paling diminati adalah dengan menggunakan game, film, dan kosa-kata. Sedangkan pembelajaran dengan model debat, percakapan, cerita, dan diskusi tidak banyak disukai.
... Few studies have been done on the role of grit in learners' performance in online educational contexts. For instance, Aparicio et al. (2017), in their study, found out that learners' grit in online learning is significantly correlated with their satisfaction and performance. McClendon et al. (2017) listed some factors for learner engagement in online language classrooms. ...
Article
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This review aimed at exploring the related investigations on the effects of online and traditional learning contexts on English as a foreign language (EFL) learners’ grit and foreign language anxiety (FLA). Studies have verified the relationship between learners’ grit and academic performance in online learning contexts. However, there is a need for studying the effect of face-to-face learning and face-to-screen learning on learners’ grit. On the other hand, studies have shown that classroom context is a mediating variable in the relationship between grit and FLA. Furthermore, few studies have been done on the effect of traditional classroom contexts and online learning contexts on learners’ FLA. Most studies showed that online learning contexts create more FLA. There are some reasons such as ambiguity of contexts, lack of feedback, lack of opportunities for communication, type of employed applications, cognitive load, technophobia, and reduction in enthusiasm which arouse learners’ anxiety in an online learning environment. In the end, the pedagogical implications are expounded to promote the learners’ grit and diminish anxiety for better performance. This review also provides some suggestions for further research to clarify our perspective on positive and negative emotional variables.
... Saat mengalami hambatan dan kegagalan, individu yang memiliki ketekunan usaha tinggi akan menunjukkan semangat dan usaha lebih untuk mengatasi kegagalan yang dialami. Aparicio et al. (2017) menambahkan perlunya kemampuan untuk mempertahankan tingginya minat dan persistensi individu dalam waktu yang lama untuk dapat mengatakan individu memiliki tingkat grit yang tinggi. ...
Article
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Penelitian ini bertujuan untuk mengetahui pengaruh occupational self-efficacy, learning goal orientation, dan grit terhadap pembelajaran informal karyawan pada organisasi sektor publik. Partisipan penelitian ini adalah 243 karyawan organisasi sektor publik yang ada di Jakarta, Indonesia. Data dikumpulkan dengan menggunakan alat ukur pembelajaran informal, occupational self-efficacy, learning goal orientation dan grit serta dianalisis dengan menggunakan alat analisis SPSS versi 23. Hasil penelitian menunjukkan bahwa variabel occupational self-efficacy tidak signifikan berpengaruh pada pembelajaran informal di tempat kerja. Data juga menunjukkan bahwa learning goal orientation memengaruhi pembelajaran informal secara positif dan signifikan setelah mengontrol pengaruh dari variabel occupational self-efficacy. Terakhir, grit berpengaruh secara positif dan signifikan pada pembelajaran informal setelah mengontrol pengaruh dari variabel occupational self-efficacy dan learning goal orientation. Salah satu implikasi praktis yang merupakan hasil penelitian ini adalah bahwa organisasi dapat menetapkan tujuan yang menantang kepada karyawan untuk menumbuhkan motivasi instrinsik yang mereka miliki terutama untuk melakukan pembelajaran informal di tempat kerja.
... The first and revised formation of McLean (1992, 2003) work states that user satisfaction is an antecedent success factor of individual and organizational impacts. This assumption between satisfaction and individual impact has been positively determined by a series of related studies such as (Al-Debei et al., 2013;Cidral et al., 2018;Aparicio et al., 2017;Urbach et al., 2010;Hsu et al., 2015;Tam and Oliveira, 2016;Petter and Fruhling, 2011;Aldholay et al., 2018;Harr et al., 2019;Roky and Al Meriouh, 2015). Evidence in the literature, on the other hand, found a positive effect from user satisfaction on organizational performance impact (Harr et al., 2019;Dezdar and Ainun, 2011;Djong et al., 2018;Ouiddad et al., 2020;Chou and Hong, 2013;Al-Dmour et al., 2019;Almaz an et al., 2017). ...
Article
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Purpose The paper discusses the assessment of enterprise information systems (EIS) success in an organizational context is one area that is not sufficiently researched. This lack of theoretical attention prompted the authors to measure EIS success in the organizational setting of Jordanian listed firms. Design/methodology/approach Based on the DeLone and McLean success model and by adopting a quantitative approach, survey data were collected through questionnaires. The established questionnaires were distributed to 250 senior IT executives who use EIS and a total of 134 valid questionnaires were empirically tested via the Smart-PLS technique. Findings The investigation findings indicate that information and system quality had a positive impact on user satisfaction and individual impact. User satisfaction had a positive influence on individual impact, both of which eventually lead to organizational impact. The results also showed that the model used has adequate convergent and discriminant validities, as well as sufficient reliability. Practical implications The outcomes can help managers and practitioners more effectively understand the factors influencing EIS success among Jordanian listed firms. Originality/value This research paper is the very first in assessing EIS success from an organizational perspective in developing country such as Jordan.
... The study found that system quality positively affects actual use of smart government services among employees in Abu Dhabi Investment Authority in the United Arab Emirates, this is supported by previous studies [33], [34]. It is explained by the fact that The more the employee finds smart government services to be easy to use, flexible, and have a clear and understandable interaction with it, the more regular they use smart government services, make it their preferred way of communication, and try to persuade others to use it. ...
Conference Paper
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The actual usage of smart government can play a vital role in the success of utilizing technologies in contemporary organizations. This comes based on system quality, information quality, and service quality. This study uses the Structural Equations Modelling (SEM) via SmartPLS 3.0 to analyze the 355 valid questionnaires in order to assess the proposed model that is based on Delone & Mclean information system success model to identify factors affecting smart government usage among employees in Abu Dhabi Investment Authority in the United Arab Emirates. The main independent constructs in the model cover system quality, information quality, and service quality. The dependent construct is related to the actual usage of smart government services. The study will describe the relationships between different related factors. This research has improved our insight on the importance of technical characteristics of smart government applications. Results indicated that all independent variables significantly influenced actual usage. The proposed model explained 36.1% of the variance in actual usage.
... In conclusion, the modified D&M model has been instrumental in evaluating the success of various technological applications. This model has been used to utilize to measure the success of e-government applications, e-banking, e-procurement, and several other online applications (Hsu et al., 2015;Aparicio et al., 2017;Cidral et al., 2018). Based on the D&M model, this study measures the success level of online learning portals (ELP) by comparing the satisfaction levels of female and male users and their ability to utilize an e-learning system. ...
Article
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After the outbreak of novel coronavirus (COVID-19) in late December 2019, in an attempt to mitigate its development, the decision to close institutions around the world was made. To continue imparting education and delivering the learning material to their students, many institutions adopted for digital or E-learning. To support those institutions attempting to digitize their learning during this pandemic, the main aim of this study is to examine the students’ accessibility to and success of E-learning portals. Using the DeLone and McLean (D&M) Model, the study explains the differences between female and male students’ accessibility to E-learning portals. This study compares female and male student groups regarding the usage of the E-learning portal in the higher education context. Using an online google survey, the data were collected from 254 students, including males and females. The study utilized PLS-SEM to perform a multi-group analysis examining female and male student groups. The study found a significant and direct relationship of e-service quality with system use and user satisfaction for females and male student groups. System quality also supported the relationship with user satisfaction. The study further revealed a significant and positive relationship between system use and user satisfaction with E-learning portal success for females and male student groups. This study also concluded that insignificant difference exists in using the E-learning portal between female and male student in higher education institutions.
Article
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This research was conducted to determine the use of e-Learning that was conducted by students in College. The main purpose of this research was to find out the factors that make up e-learning successfully used in teaching learning in College. The variables in this study were e-Learning Quality, Information Quality, Use of e-Learning, User Satisfaction and Success of e-Learning. The respondents in this study were active students who used e-learning in their teaching and learning process. The number of respondents in this study were 206 respondents. The respondents in this study were students who use e-learning in teaching and learning processes in College around Pekalongan residency. The data processing in this study used the SmartPLS 3.0 tool. The results of this study showed that the quality of e-learning affects user’s satisfaction and use of e-learning. Furthermore, the quality of information generated from e-Learning only affected user’s satisfaction but it did not affect the use of e-learning. The successful use of e-learning was effect by user’s satisfaction and use of e-learning.
Article
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Few studies have investigated factors influencing students' continuance intention to use e-learning systems based on expectation-conformation model (ECM). However, many of them have not examined all factors from ECM and that of information system success model (ISSM); rather, they picked few from both models. The crucial gap of this study is to integrate all factors from ECM and that of ISSM and propose a model for continuance intention to use e-learning systems and validates the proposed model using a sample of 424 drawn from students in four HLIs in Tanzania (i.e., IFM, CBE, DIT, and IAA). The structural equation modelling (SEM) technique was employed in analysing the collected data. The findings of this study reveal that satisfaction is the strongest predictor of students' continuance intention. Furthermore, two quality factors (information and system) are significant exogenous predictors of students' continuance intention. The resulting model showed significantly enhanced explained variance. The implications of this study and its limitations are also discussed.
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With the development of the 4th Industrial Revolution, interest in smart factories has also increased rapidly. Global companies have improved corporate effectiveness by using smart factories, and companies in developing countries have invested in sub-facilities to induce smart factory investment. In this context, this study aims to identify the success factors of the smart factory. This study conducted an empirical analysis of 160 users working in a smart factory. Partial least squares structural equation modeling (PLS-SEM) was used for data analysis. The results of the study revealed that information quality, service quality, and commitment to learning significantly affect satisfaction. The findings showed that commitment to learning significantly moderated the effect of service quality on satisfaction. The results of this study and analysis will be useful guidelines for smart factory operators and users.
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With the development of the 4th Industrial Revolution, interest in artificial intelligence (AI) has also increased. People use useful functions or conduct conversations through AI assistants (AIA). In using AIA, information security factors are important because interaction with AIAs exchanges personal information. In this context, this study aims to investigate the determinants of continuance intention in the domain of AIA. This study empirically analyzed of 250 users using AIA. Partial least squares structural equation modeling (PLS-SEM) was performed to test hypotheses. The results revealed that trust and privacy concerns on surroundings are the major antecedents of continuance intention. The results of this study will provide meaningful guidelines for the AI industry.
Chapter
With the spread of smartphones and the outbreak of COVID-19, the importance of smart attendance management applications (SAMA) has increased. The advantage of using a SAMA is that attendance check time is reduced and attendance status can be easily managed. This study aims to identify the key factors affecting recommendation intention and continuance intention of SAMA users. The research model enlists information system success factors and technology acceptance components to examine the formation mechanism of recommendation intention. This study used partial least squares (PLS) to analyze the empirical data collected through a survey of students who are using SAMA. The results show that continuance significantly influences recommendation intention. The research findings indicate that perceived ease of use and perceived usefulness play a key role in the formation of both continuance intention and user satisfaction. User satisfaction is significantly related to both recommendation intention and continuance intention. The results reveal that system quality has a positive impact on perceived ease of use, user satisfaction, and perceived usefulness. Information quality influences both perceived ease of use and perceived usefulness while it does not influence user satisfaction. The findings of this study unveil that innovativeness is a crucial predictor of user satisfaction. Theoretical and practical implications are discussed.KeywordsSmart attendance management applicationsRecommendation intentionContinuance intentionInformation systemsPLSSEM
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In the previous ten years, there has been an astounding expansion in the study and application of e-learning frameworks. The recent literature and e-learning ideas were investigated in this study, with e-learning research’s different parameters being précised. E-learning processes’ associated services, technology, as well as stakeholders, are the three principal aspects of e-learning systems. A typology of services comprising e-learning models is presented in a framework, with stakeholders, technology, and learning approaches being included. Accordingly, the aforementioned aspects are considered through a detailed literature review, with e-learning frameworks’ relationship with the different classified stakeholder groups also clarified. Finally, ways to resolve the foremost challenges identified through the literature review are posed, with our e-learning system also presented. Furthermore, the proposed answer may direct and facilitate the appropriate appraisal of learners, educators, and educational facilities by decision-makers, drawing on data provided through live interaction.
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This study investigates the key antecedents of user satisfaction of untact lecture systems during COVID-19. The theoretical framework identifies the role of perceived ease of use, perceived usefulness, benefits, and privacy concerns in generating user satisfaction. The research model was validated by analyzing data collected from university students through partial least squares (PLS). The results indicate that perceived ease of use, perceived usefulness, and benefits significantly affect user satisfaction. However, privacy concerns are not significantly related to user satisfaction. System quality influences both perceived ease of use and perceived usefulness. Affective risk perception significantly impacts perceived usefulness while it has no significant impact on benefits. A social distancing attitude is significantly associated with benefits. The findings would provide useful guidelines for the desirable education under pandemics.
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In response to the rapid and forced transition to e-learning due to the COVID-19 pandemic, this study aims to explore the factors underlying students’ e-learning achievement. This study proposes a theoretical framework based on literature to assess the role of students’ e-learning readiness, grit, and characteristics in explaining their perceived e-learning achievement. The empirical data of 196 higher education students were collected via an online survey. Using structural equation modeling and a multigroup analysis, the findings indicated that students’ self-directed learning, learner control, motivation for learning, and online communication self-efficacy from the e-learning readiness scale, as well as the perseverance of effort from grit scale, have significantly impacted their perception on e-learning achievement. The results also highlighted significant differences between first year and higher year students in a continued effort to achieve learning, and learner control to achieve learning success. The implications of the findings and educational practice are discussed.
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