Understanding the perceived pedagogical value of JazzQuiz in interactive hybrid learning among university students: a technology acceptance analysis

Na Li, Erick Purwanto*, Xiaojun Zhang, Feng Cao, Kok Hoe Wong, Xiangru Chen

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)

Abstract

To address the problem of poor efficacy in hybrid learning in higher education, this study conducted a mix-method explanatory case study with structural equation modelling to examine a new construct, “perceived pedagogical value” (PPV), and its relationship with the core constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study recruited 246 undergraduate students from a year 2 computer science course at an English Medium Instruction University in China to investigate their perceptions of using JazzQuiz for interactive hybrid learning using an online survey and semi-structured interviews. One of the key findings suggests that students who have a deeper understanding of technology’s pedagogical value (i.e. higher PPV) are more likely to accept and use the technology with reduced efforts through five dimensions. Our contribution to the literature is threefold: (1) the new construct, PPV, extends our understanding of the UTAUT model for interactive hybrid learning; (2) the extended model highlights the role of student PPV in improving learning efficacy; (3) the five dimensions of how PPV influences technology acceptance, and student academic performance clarify the underlying mechanisms of effective interactive hybrid learning. Further studies are needed to test the new model in different contexts.

Original languageEnglish
Pages (from-to)1-17
Number of pages17
JournalInteractive Learning Environments
DOIs
Publication statusPublished - 10 Oct 2022

Keywords

  • Interactive hybrid learning
  • JazzQuiz
  • pedagogical value
  • technology acceptance
  • VLE

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