From amongst the 308 college students from China who completed the questionnaire, 18 also participated in a semi-structured interview session. The research data was subjected to analysis via the structural equation model. The empirical study showed self-efficacy positively impacting perceived usefulness and perceived ease of use; Similarly, perceived usefulness, attitude, system quality, and information quality had positive effects on behavioral intentions; Perceived ease of use positively affected both attitudes and perceived usefulness; and perceived usefulness directly affected attitudes; Moreover, behavioral intentions were predictive of the actual use of online courses by college students. Also, we will discuss these findings and offer relevant recommendations. This research provides a theoretical foundation for online course learning acceptance, thereby improving the technology acceptance model. This research's insights into online course learning and management decision-making can help cultivate sustainable education.

The emotional landscape of asynchronous online video-based learning can vary considerably among learners, potentially leading to disengagement and negatively affecting learning effectiveness. The effect of the utility value (UV) intervention on learner emotional and behavioral engagement in online learning was the focus of this investigation. The UV intervention effectively utilizes pre-learning writing activities and UV feedback messages to help learners connect the lecture topic with their personal experiences and context. The UV intervention was scrutinized to determine its effect on learners' emotional responses, encompassing confusion, frustration, and boredom, and their grasp of the relevant concepts. Randomly assigned to one of three groups—control, feedback-only, and writing-feedback—were 30 Korean adult learners for the experiment. The UV intervention strategy was not applied to the control group. UV feedback messages were sent to the feedback-only group upon detecting negative emotions displayed during the learning sessions. To explore the practical applications of the lecture's theme, the writing-feedback group participated in a preparatory exercise before the lecture, after which UV feedback messages were given during the learning process. Ekman's Facial Action Coding System (FACS) was instrumental in our study of learners' facial expressions demonstrating negative emotions. To gauge conceptual comprehension, pre- and post-tests were implemented. The findings demonstrated that UV feedback messages demonstrably mitigated boredom, yet UV writing methods failed to noticeably enhance conceptual understanding. This investigation strongly supports the need for additional strategies and extended UV intervention times as key to addressing the common challenges of confusion and frustration faced by online learners in online environments. The implications of designing affective feedback mechanisms in online video-learning environments are addressed.

This research project seeks to scrutinize student feelings and behaviors in detail within a gamified learning environment (GLE). Within the GLE framework, this study seeks to understand the emerging behaviors and emotions by examining how variables relate to the learning outcomes of perceived learning, academic achievement, and GLE scores. For the fulfillment of this objective, a scale was implemented. The study combined a correlational and comparative non-experimental methodology. Forty students in Accounting 2, within the Faculty of Economics and Administrative Sciences, made up the study's participant group. For the GLE, the Kahoot system acted as a practical teaching resource. Engagement and anticipated outcome, as determined by the study's results, are key factors in predicting perceived learning. Additional research uncovered the predictive power of the 'predicted outcome' variable for academic achievement. Student participation rates demonstrated a slight correlation with their GLE exam performance. A moderately strong relationship was detected between the degree of student involvement and their GLE scores before the midterm. Conversely, there was no connection found between these variables after the students' performance on the midterm. Students' perceived engagement levels in a GLE were significantly linked to their ability to answer quiz questions at a faster pace. The GLE's contributions were primarily based on the application's practical, engaging, and positive reinforcement value. Amongst the GLE's noted deficiencies was the inability to access posed questions, alongside the short time allotted for answers.

In the evolving higher education landscape of blended learning, the importance of adapting teaching methodologies to amplify online student engagement and elevate learning outcomes is paramount. Gamification serves as a creative means of engagement for the tech-proficient learners of today. To promote learning, critical thinking, and teamwork, escape room games have seen substantial adoption in medical and pharmaceutical training. Employing a 60-minute online hepatitis-themed escape room game, this pilot study reports on its integration within the Year 3 Pharmacotherapy unit at Monash University. This activity had the participation of a total of 418 students. Students' understanding of the subject matter was evaluated using pre- and post-intervention assessments, demonstrating a statistically significant increase in knowledge scores after the game-based activity was introduced (5866% pre-intervention versus 7205% post-intervention, p < 0.005). The students also found the innovative learning activity to be well-received. A virtual escape room, a viable pedagogical tool, can effectively teach and reinforce clinical concepts for pharmacy students. ultrasound-guided core needle biopsy The continuous evolution of educational approaches and the changing learner profiles demonstrate the potential of technology-based game-based learning investments to support student growth in a student-centered educational structure. An examination of virtual escape rooms contrasted with conventional educational methods will illuminate the effectiveness of gamification in fostering long-term knowledge retention.

While digital elements are gaining traction in higher education classrooms, the intended purposes and practical applications of these tools fluctuate considerably between lecturers. The reasoned action approach was applied to understand the driving beliefs and intentions behind the utilization of digital elements in this particular instance. In a quantitative survey, university lecturers reported their predicted and executed utilization of digital learning elements. The results highlight the relationship between attitude, perceived norms, and perceived behavioral control in shaping the intention to use digital learning elements. However, our analysis revealed a disconnect between desired behaviors and actual behaviors exhibited. Only a single exposure to digital elements meaningfully affects their practical implementation. In the forefront of effective digital learning integration, teachers must first have the chance to become acquainted with these tools. Investigating the causes of the gap between intended actions and actual behaviors should be a priority for future research.

Technology's influence is felt across all sectors of our lives, specifically in the research undertaken by teachers. The successful incorporation of specific digital resources in research hinges on numerous elements, such as the researcher's capacity to locate, organize, scrutinize, and present information digitally; the efficiency of digital processes; the user's comfort level with ICT; the ethical considerations surrounding digital resources; the caliber of the resources themselves; and finally, the individual's motivation to incorporate ICT tools. Through this study, we intend to analyze the determining elements that influence the adoption of information and communication technologies (ICT) in the research activities of higher education educators, and the interconnectedness between them. Participants, numbering 1740, completed an online survey to provide data. A causal model, utilizing partial least squares structural equation modeling (PLS-SEM), was employed in this study. The integration of ICT and its associated influencing factors was examined in light of the previously proposed hypotheses, validating their assertions. The findings unveiled a substantial connection, originating from factor integration, influencing the acquisition of digital skills, ethical understanding, digital flow experiences, and behavioral intent. Although resource quality and ICT anxiety had a considerable influence on the causal model's structure, they did not greatly affect the extent to which teachers integrated digital resources into their teaching practices. The researchers' integration of the selected digital resources within the research process exhibited a 48.20% variability, stemming from these contributing factors. The findings demonstrate the model's efficacy in elucidating teachers' technological integration for ICT utilization in research.

Messaging platforms, typically accessed via mobile apps, desktop software, or online interfaces, facilitate real-time communication among users. Autoimmune blistering disease For this reason, higher education establishments have embraced these methods on a broad scale, while lacking a thorough evaluation of their implications for teachers and how they view these methods. Streptozotocin Adopting the new model and tools necessitates a meticulous study of the opportunities and inherent difficulties they create, ensuring the best fit for all parties involved. Having previously assessed student use of these tools, this paper explores the experiences and views of teachers, through a validated survey. Teacher input was collected on how these tools could best support and enhance student learning in achieving educational objectives. Teachers working at tertiary education institutions—both universities and other types—in Spain and Spanish-speaking countries have been given the survey.