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Predicting college students' acceptance of podcasting as a learning tool

机译：预测大学生接受播客作为学习工具

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Purpose - Podcasting is one of today's most prominent trends in media and computing, but until now, factors predicting its adoption in higher education settings remain largely unexplored. The purpose of this paper is to examine students' perceptions of enhanced podcasting as a review and exam preparatory tool, through the use of the Technology Acceptance Model (TAM). Design/methodology/approach - The responses from a structured, self-administered questionnaire were used to develop an understanding of the role of perceived ease of use, usefulness and enjoyment on behavioral intention to use enhanced (audiovisual) podcasts. Findings - The statistical analysis indicated that perceived ease of use and perceived enjoyment were positively related to intention to use video podcasts, whereas perceived usefulness was not emerged as a strong prognostic indicator of user acceptance. Results also revealed that perceived ease of use is a strong predictor of perceived usefulness, supporting thus the view that perceived ease of use and perceived enjoyment are the two main drivers in regard to willingness to adopt podcasting as a learning tool. Originality/value - Although previous research has found positive attitudes towards educational podcasting, most studies were focused on measuring student acceptance without using an established theoretical framework. This paper contributes to a better understanding of the drivers of student acceptance of educational podcasting, by integrating key variables from TAM found in literature concerning technology acceptance in higher education.
机译：目的-播客是当今媒体和计算领域最重要的趋势之一，但是直到现在，仍未充分预测到将其应用于高等教育的因素。本文的目的是通过使用技术接受模型（TAM）来检查学生对增强播客作为审查和考试准备工具的看法。设计/方法/方法-使用结构化，自我管理的问卷调查表的回答，以加深对感知易用性，有用性和娱乐性对使用增强型（视听）播客的行为意图的作用的理解。调查结果-统计分析表明，感知的易用性和感知的娱乐性与使用视频播客的意愿成正相关，而感知的有用性并没有成为用户接受度的有力预后指标。结果还表明，感知易用性是感知有用性的有力预测指标，因此支持以下观点：感知易用性和感知享受是愿意采用播客作为学习工具的两个主要驱动因素。原创性/价值-尽管先前的研究已经发现了对教育播客的积极态度，但是大多数研究都集中在不使用既定的理论框架的情况下衡量学生的接受程度。本文通过整合来自TAM的关键变量来更好地了解学生接受教育播客的驱动因素，而TAM的关键变量来自有关高等教育技术接受的文献。

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