[论文解读] Canvas Adoption Assessment and Acceptance of the Learning Management System on a Web-Based Platform

Julius G. Garcia, Mark Gil T. Gangan+4 more|arXiv (Cornell University)|Jan 29, 2021

Technology Adoption and User Behaviour参考文献 26被引用 10

一句话总结

本研究采用技术接受模型（TAM）评估了菲律宾东方大学（University of the East）学生对基于网络的学习管理系统Canvas的采纳与接受情况。研究结果表明，感知有用性和态度显著预测学生使用Canvas的意愿，而易用性虽影响感知有用性，但对态度无显著影响，凸显了在电子学习环境中成功整合学习管理系统的关键驱动因素。

ABSTRACT

The acquisition of non-proprietary and proprietary learning management system has provided a richer learning experience to users and raised interest among education providers. This study aims to assess student adoption of Canvas as a new learning management system and its potential as a web-based platform in the e-learning programme of the University of the East. This study also assessed student readiness in using Canvas. A survey was administered to 214 students of the University of the East through snowball sampling. An Exploratory Factor Analysis was conducted to examine the validity of the model. A Confirmatory Factory Analysis was used to validate the Exploratory Factor Analysis results and analyse the correlation of the constructs. A Structural Equation Modelling was conducted to analyse the relationships between the constructs, which were evaluated using fit indices. Adopted from the Technology Acceptance Model, the constructs perceived ease of use, perceived usefulness, and attitude were studied. The study reveals that students perceived usefulness and attitude towards using Canvas in a web-based platform have direct and significant effects on their intention to use Canvas. The students perceived ease of use has a significant effect on their perceived usefulness but has no significant effects on their attitude towards the use of Canvas. The students technological maturity and prior experience in using a learning management system influenced their beliefs on the adaptation of similar technology. Exploring the potential benefits of Canvas and factors affecting the students adoption amplifies access to quality education to fulfil educational directives. Furthermore, educational institutions should explore technological migration related to teaching and learning processes.

研究动机与目标

• 评估菲律宾东方大学电子学习项目中学生对Canvas作为基于网络的学习管理系统（LMS）的采纳与接受情况。
• 通过评估技术成熟度和先前使用LMS的经验，考察学生使用Canvas的准备程度。
• 探究感知易用性、感知有用性和态度对学生使用Canvas意愿的影响。
• 识别影响学生适应新型教育技术平台的因素。
• 为机构在教学与学习过程中进行技术迁移的决策提供支持。

提出的方法

• 采用滚雪球抽样法对214名学生发放问卷，收集其对LMS使用感知的数据。
• 使用探索性因子分析（EFA）评估测量模型的有效性并识别潜在构念。
• 使用验证性因子分析（CFA）验证EFA结果，并检验构念之间的关系。
• 应用结构方程模型（SEM）分析感知易用性、感知有用性、态度与使用Canvas意愿之间的关系。
• 使用拟合指数评估SEM模型的整体拟合度。
• 本研究采用技术接受模型（TAM）的构念作为理论框架和分析的指导。

实验结果

研究问题

• RQ1 学生在基于网络的学习环境中在多大程度上认为Canvas易于使用？
• RQ2 Canvas的感知有用性在多大程度上影响学生使用该平台的意愿？
• RQ3 学生对Canvas感知易用性与感知有用性之间存在何种关系？
• RQ4 学生对使用Canvas的态度在多大程度上影响其采纳该系统意愿？
• RQ5 技术成熟度和先前使用LMS的经验在多大程度上塑造了学生对采纳Canvas的信念？

主要发现

• 学生对Canvas的感知有用性对其使用该平台的意愿具有直接且显著的正向影响。
• 学生对使用Canvas的态度显著影响其采纳该系统的意愿。
• 感知易用性显著影响感知有用性，但对学生的态度无显著影响。
• 学生的技术成熟度及其先前使用学习管理系统（LMS）的经验显著影响其对采纳类似技术的信念。
• 整体结构模型拟合良好，支持了构念之间关系的合理性。
• 研究结果表明，提升感知有用性并培养积极态度，是电子学习环境中成功实现LMS采纳的关键因素。