Zhao Jing, Awais-E-Yazdan Muhammad, Mushtaque Iqra, Deng Limei
College of Foreign Studies, Hubei Normal University, Huangshi, China.
College of Business, Universiti Utara Malaysia, Sintok, Malaysia.
Front Psychol. 2022 Jul 7;13:962081. doi: 10.3389/fpsyg.2022.962081. eCollection 2022.
The COVID-19 pandemic has impacted routine activities such as attending to school and transferring education online. This study explores students' perceptions of technology adoption and academic engagement using data from a survey ( = 465), with perceived argumentation and school support serving as moderators. The data were collected using a convenience sampling technique. The authors examined the association between perceived utility, perceived digital competitiveness, and perceived ease of use and academic engagement. While perceived utility and ease of use of online learning technologies do not appear to be connected with academic engagement, digital competence is. It is argued that there is a need to introduce an improvised mechanism for technology in schools. Academic involvement has no effect on perceived reasoning power, but social support has a considerable effect on academic engagement.
新冠疫情影响了诸如上学等日常活动，并使教育转向线上。本研究利用一项调查（n = 465）的数据，以感知论证和学校支持作为调节变量，探讨了学生对技术采用和学业参与度的看法。数据采用便利抽样技术收集。作者考察了感知效用、感知数字竞争力、感知易用性与学业参与度之间的关联。虽然在线学习技术的感知效用和易用性似乎与学业参与度无关，但数字能力与之有关。研究认为，有必要在学校引入一种改进的技术机制。学业参与度对感知推理能力没有影响，但社会支持对学业参与度有显著影响。
