Factors Affecting Acceptance and Use of Educational Wikis: Using Technology Acceptance Model (3)

Authors

1 Department of Information Sciences and Knowledge Studies, University of Tabriz, Tabriz, Iran

2 Department of Education, University of Tabriz, Tabriz, Iran

Abstract

Background: Wikis are web-based tools and educational technologies that enable students and educators to access general and professional information and knowledge at the national and international levels. Objectives: The aim of this study was to identify factors affecting acceptance and use of educational wikis by post-graduate students of University of Tabriz using Technology Acceptance Model 3 (TAM3). Methods: This correlational study was conducted among 285 post-graduate students of University of Tabriz, who were selected through the random stratified sampling method during 2018 - 2019 academic year. For data collection, a researcher-made questionnaire with 32 items rated based on a 5-point Likert scale was used. Also, for data analysis, structural equation modeling (SEM) via smart PLS 3 and partial least squares (PLS) were used. Results: The results indicated a positive correlation between wiki’s characteristics (P = 0.001, beta = 0.50), performance expectancy (P = 0.001, beta = 0.285) and self-efficiency (P = 0.001, beta = 0.182) and students’ behavioral intention. However, there was a negative correlation between effort expectancy (P = 0.001, beta = -0.241) and behavioral intention. We did not find a significant correlation between social influence, perceived playfulness and self-management learning variables and students’ behavioral intention to use educational wikis. Conclusions: In order to provide a more effective teaching-learning environment in higher education, the use of new technological tools such as educational wikis is necessary for university students in Iran to perform classroom activities.

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