The Acceptance and Effectiveness of Digital Learning Technologies: A Detailed Empirical Investigation in Islamic Study Classrooms

Autor/inn/en	Mazrur; Jennah, Rodhatul; Mujib, Abdul; Jamalie, Zulfa
Titel	The Acceptance and Effectiveness of Digital Learning Technologies: A Detailed Empirical Investigation in Islamic Study Classrooms
Quelle	In: Journal of Education and e-Learning Research, 10 (2023) 2, S.175-186 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mazrur) ORCID (Mujib, Abdul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-0169
Schlagwörter	Islam; Audience Response Systems; Student Attitudes; Technology Uses in Education; Foreign Countries; Prediction; Teaching Methods; Religious Schools; Religious Education; Intention; Student Behavior; Information Technology; Preferences; Electronic Publishing; Handheld Devices; Telecommunications; Computer Simulation; Usability; Costs; Indonesia + Suchen Sie Ihr Suchwort? Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Vorhersage; Teaching method; Lehrmethode; Unterrichtsmethode; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Student behaviour; Informationstechnologie; Elektronisches Publizieren; Telekommunikationstechnik; Computergrafik; Computersimulation; Cost; Kosten; Indonesien
Abstract	The acceptance of different technologies in different classroom settings has been addressed in the current study. Integrating alignment theory with the Technology Acceptance Model (TAM), this study investigates the predictive differences between the use and adoption of four technologies. The technologies were used in Islamic study classrooms for four months during the spring semester of 2022 among the students of the Palangkaraya state Islamic religious institute in Indonesia. The survey questionnaire was distributed among students at the end of the semester. The results of this study revealed students' behavioral intentions to use all four digital technologies. However, the impact of adopting the classroom response system was larger followed by digital textbooks, mobile virtual reality and classroom chats. These results depict that students prefer the classroom response system and have little preferences for classroom chats while learning Islamic studies. The favorable results for the classroom response system, digital textbooks and mobile virtual reality depict that practitioners should consider the ease of access and affordability of these technologies at all educational levels to enhance students' learning capabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01