| 总结: | The basis for conducting this research is the potential of mobile technology to aid and
increase interactions between students and lecturers in higher education. The
determination of key predictors of mobile technology adoption, and its effects on studentlecturer
interactions, defined the overall direction of this research. The Interactive Mobile
Messaging Acceptance framework was established with system quality, information
quality, perceived usefulness, perceived ease of use, enjoyment, self-efficacy, and
uncertainty avoidance as the independent variables (predictors), and adoption intention
of mobile technology to aid student-lecturer interactions as the dependent variable.
Therefore, this research attempts to investigate the impact of the predictors on the
adoption intention of mobile technology.
A mix method approach was undertaken in this research. Findings from observations
of large lecture classes confirmed the negative effects of large classes on student-lecturer
interactions. Semi-structured interviews with academics of higher education using nonprobability
quota sampling method was conducted. Thematic analysis was applied to the
qualitative data collected from the interviews. Overall, lack of interactions was perceived
as the norm of large classes. Perceptions on the potential of mobile technology to aid
interactions with their students were favourable, however, reservations relating to the
suitability of using mobile technology in the classrooms were also expressed.
The research then commenced to the quantitative phase. A non-probability
convenience sampling was used to collect data from tertiary students in Malaysia.
Exploratory factor analysis was applied, and the underlying structure of the framework
was confirmed. Partial least squares path modelling was applied to assess the reliability
and validity of the framework, and to test the hypotheses. Lastly, importance-performance
matrix analysis was applied to extend the findings. Findings supported the significance
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of system quality, information quality, enjoyment, and uncertainty avoidance construct,
pointing to the relevance of mobile technology’s features, and feelings of satisfaction or
pleasure when using the technology. Lower uncertainty level has a small effect on
adoption intention of mobile technology. Findings failed to support the significance of
perceived ease of use, perceived usefulness, and self-efficacy.
Next, the Interactive Mobile Messaging Application (IMMAP) was developed using
the framework as a guide. A pretest-posttest experimental procedure was undertaken to
assess IMMAP’s feasibility to aid student-lecturer interactions. Significant differences
were detected for the enjoyment (lower), uncertainty avoidance (lower) and system
quality (higher) of IMMAP, as well as overall intentions to use IMMAP in future classes
(higher). Therefore, functional features that can increase user enjoyment when using
IMMAP must be given careful considerations in future enhancements.
This research makes several theoretical and practical contributions, and provides
further insights on mobile technology acceptance in higher education to support studentlecturer
interactions. Theoretical, methodological, and educational implications were
discussed, and several suggestions for future research were identified and recommended.
In short, this research helped to further the understanding on the educational use of mobile
technology in higher education.
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