Zhou Munyaradzi, Dzingirai Canicio, Hove Kudakwashe, Chitata Tavengwa, Mugandani Raymond
Midlands State University, Gweru, Zimbabwe.
University of Namibia, Windhoek, Namibia.
Educ Inf Technol (Dordr). 2022;27(7):8939-8959. doi: 10.1007/s10639-022-10985-x. Epub 2022 Mar 21.
This study focuses on the uses of digital technology during teaching and learning. The preparedness, adoption, and use of virtual learning are inquired. Technology cannot enhance learning unless adopted, embraced, and effectively used. Three hundred and one (301) online questionnaires were administered to Higher and Tertiary institutions (HTEIs) students. The data were analyzed using the Structural Equation Model (SEM). Performance Expectancy (PE), Effort Expectancy (EE), and Social Influence (SI) were confirmed to be positive predictors of the Behavioural Intention (BI) to use technology. Facilitating Conditions (FC) is a non-significant construct to BI to use technology. Thus, irrespective of the availability of Information Communication Technologies (ICT) infrastructure and support needed to use virtual learning, students are forced to use virtual technology due to COVID-19. Pandemics such as COVID-19 force students and lecturers to use virtual learning irrespective of factors surrounding them. Pandemics are an anchor for the full embracement of virtual learning. Pandemic 'like' elements applied in the education system foster education. Google Classroom and its features prove to improve the teaching and learning processes. Chatbots and contextualized virtual Educational Humanoid robots enhance learning through interactivity. Pandemics need to be tested if they are a perfect fit as a new Unified Theory of Acceptance and Use of Technology (UTAUT) model construct. In addition, a model for effective blended learning during and post COVID-19 must be developed.
本研究聚焦于数字技术在教学过程中的应用。对虚拟学习的准备情况、采用情况及使用情况进行了调查。除非被采用、接受并有效使用，技术无法提升学习效果。向高等院校（HTEIs）的学生发放了301份在线问卷。使用结构方程模型（SEM）对数据进行了分析。绩效期望（PE）、努力期望（EE）和社会影响（SI）被证实是使用技术的行为意向（BI）的积极预测因素。促进条件（FC）对使用技术的行为意向而言是一个不显著的构念。因此，无论使用虚拟学习所需的信息通信技术（ICT）基础设施和支持是否可用，由于新冠疫情，学生都被迫使用虚拟技术。像新冠疫情这样的大流行病迫使学生和教师使用虚拟学习，而不顾及周围的因素。大流行病是全面接受虚拟学习的一个契机。教育系统中应用的类似大流行病的元素促进了教育。谷歌课堂及其功能证明能改善教学过程。聊天机器人和情境化虚拟教育人形机器人通过互动增强学习效果。需要检验大流行病是否完全符合作为新技术接受与使用统一理论（UTAUT）模型的一个构念。此外，必须开发一个在新冠疫情期间及之后进行有效混合学习的模型。
