Ashraf Muhammad Azeem, Shabnam Nadia, Tsegay Samson Maekele, Huang Guoqin
Educational Science Research Institute, Hunan University, Changsha 410082, China.
Department of Health Professions Education, National University of Medical Sciences, Rawalpindi 46000, Pakistan.
Int J Environ Res Public Health. 2023 Feb 3;20(3):2756. doi: 10.3390/ijerph20032756.
Smart technologies are essential in improving higher education teaching and learning. The present study explores the factors that influence students' behavioural intentions to adopt and use smart technologies in blended learning. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, a survey of 305 students was conducted to collect data. A structural equation model was applied to analyse the data. The findings show that adopting smart technologies requires appropriate social context and organizational support. Moreover, the data indicated that performance expectancy, effort expectancy, social influence, hedonic motivation, and habit are vital in determining students' behavioural intention to use smart technologies. However, facilitating conditions and price value were found to have no significant impact on the students' behavioural intention to use smart technologies. The study contributes to a better understanding of the nexus of blended learning and smart technologies, thus improving students' experiences in blended learning settings.
智能技术对于改善高等教育教学至关重要。本研究探讨了影响学生在混合学习中采用和使用智能技术的行为意图的因素。基于技术接受与使用统一理论（UTAUT2）模型，对305名学生进行了调查以收集数据。应用结构方程模型对数据进行分析。研究结果表明，采用智能技术需要适当的社会环境和组织支持。此外，数据表明，绩效期望、努力期望、社会影响、享乐动机和习惯对于确定学生使用智能技术的行为意图至关重要。然而，发现便利条件和价格价值对学生使用智能技术的行为意图没有显著影响。该研究有助于更好地理解混合学习与智能技术之间的关系，从而改善学生在混合学习环境中的体验。
