Will Wai Kit Ma

Examining user acceptance of computer technology : an empirical study of student teachers

The use of computer technology in schools has made slow progress since the mid-1980s even though governments have been generous in funding. It is therefore important to understand how and when teachers use computer technology in order to devise implementation strategies to encourage them. This study investigates student teachers’ perceptions of computer technology in relation to their intention to use computers. The purpose is to shed light on more effective ways to motivate the use of computer technology in schools. Based on an expanded variation of the Technology Acceptance Model, 84 completed surveys of student teachers were collected at a local university in Sweden. Overall, the results indicated that (1) student teachers’ perceived usefulness of computer technology had a direct significant effect on their intention to use it; (2) student teachers’ perceived ease of use had only an indirect significant effect on intention to use; however, (3) student teachers’ subjective norm, that is the possible influence of external expectations, did not have any direct or indirect significant effects on their intention to use computer technology. Theoretical and practical implications that follow from the results are discussed.

Understanding online knowledge sharing: An interpersonal relationship perspective

The unique features and capabilities of online learning are built on the ability to connect to a wider range of learning resources and peer learners that benefit individual learners, such as through discussion forums, collaborative learning, and community building. The success of online learning thus depends on the participation, engagement, and social interaction of peer learners, which leads to knowledge sharing. Thus, without frequent and persistent interaction, it is doubtful whether knowledge sharing can take place in online learning. This study argues that theories about the development and maintenance of social relationships provide a theoretical foundation for understanding the motivation to engage in online knowledge sharing behavior. An Online Knowledge Sharing Model (OKSM) is proposed and empirically tested among undergraduate students using an online learning environment. The model introduces two new constructs - Perceived Online Attachment Motivation (POAM) and Perceived Online Relationship Commitment (PORC), which together explained 71 percent of the variance observed in self-reported online knowledge sharing behavior. The findings provide some explanations for the motivation to share knowledge, and have several implications for the design of the features and capabilities of online learning environments.

Knowledge sharing and social media

Knowledge sharing gains a lot of attention from academics and practitioners.We extended an interpersonal relationship model for knowledge sharing.Factors had significant, direct and indirect effects on knowledge sharing.Altruism was found to have significant moderating effect.The proposed extended model explained 64.9% of the observed variance. Social media, such as Facebook and Twitter, have become extremely popular. Facebook, for example, has more than a billion registered users and thousands of millions of units of information are shared every day, including short phrases, articles, photos, and audio and video clips. However, only a tiny proportion of these sharing units trigger any type of knowledge exchange that is ultimately beneficial to the users. This study draws on the theory of belonging and the intrinsic motivation of altruism to explore the factors contributing to knowledge sharing behavior. Using a survey of 299 high school students applying for university after the release of the public examination results, we find that perceived online attachment motivation (β=0.31, p<0.001) and perceived online relationship commitment (β=0.49, p<0.001) have positive, direct, and significant effects on online knowledge sharing (R2 0.568). Moreover, when introduced into the model, altruism has a direct and significant effect on online knowledge sharing (β=0.46, p<0.001) and the total variance explained by the extended model increases to 64.9%. The implications of the findings are discussed.

Examining the Cognitive Style Effects on the Acceptance of Online Community Weblog Systems

Weblog is increasingly important over time with researchers anxious to learn why millions of Internet users are so eager to post their own diary on the web everyday. This study collected views from 265 business school undergraduate students on their opinions concerning the use of weblog. In this questionnaire, cognitive style was used to analyze potential significant differences among various user types. Cognitive style measured respondents in a spectrum of two extremes that is, the intuitive, who had nonlinear thinking at one end; while the analytic, who used a rational type of information processing at the other end. Group analysis found that there were significant differences between the two cognitive groups: (1) performance expectancy was significantly higher; while (2) effort expectancy and social influence were significantly lower towards intention to use in the analytical group. Nevertheless, differences in facilitating conditions towards intention to use were found not significant.

Will mobile video become the killer application for 3G mobile Internet? a model of media convergence acceptance

We propose and empirically test a model of user acceptance of digital media convergence. Integrating information system research, particularly the paradigm of task–technology fit and the platform–application dichotomy, and theories from media psychology and human–computer interaction, we theorize the fit between the content applications and the media platform as the key determinant of user evaluation and acceptance of digital media convergence. We empirically tested our theory in the context of mobile video entertainment services. Specifically, we hypothesize that both the duration of the video content (i.e., the characteristic of the content) and the attentional constraint of the mobile media platform (i.e., the characteristic of the media platform) jointly determine users’ attentional involvement (i.e., reflecting the fit) in the video content. Such involvement in turn influences users’ emotional enjoyment and satisfaction with the mobile video entertainment service. The empirical results support most of our hypotheses. Two key findings are: (1) in the case of media convergence, the attentional constraint of the target media platform significantly influences user experience during content delivery that may lead to the rejection of media convergence; and (2) the duration of the content interacts with both the attentional constraint of the media platform and the type of interruptions from the environment in determining attentional involvement and emotional enjoyment. We discuss the theoretical contributions and practical implications from our empirical findings.

E-Learning System Acceptance and Usage Pattern

In the form of e-learning systems, information and communication technology improves both access to and effectiveness of learning. However, recent studies have found that instructors and students are not always fully engaged in online activities. Other studies have found inconsistent results, with learner participation varying significantly across contexts. This study adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh et al., 2003) to investigate e-learning systems acceptance. An instrument was designed and administered to 128 undergraduate students who were using an e-learning system, named Interactive Learning Network, within a semester of study to examine the acceptance factors. Data were collected at the beginning of the semester (Phase A) as well as at the end of the semester (Phase B). Survey questionnaires were the same at both Phase A and Phase B, containing instruments of UTAUT, behavioural intention and satisfaction.

Understanding online knowledge sharing: an exploratory theoretical framework

Online learning has been getting popular in higher education. Key functionalities of online learning environment include the access to a wider perspective of learning resources and the provision of social interactions between instructor-learners and among learners-learners. Recent empirical findings in online learning have acknowledged the importance of online knowledge sharing as an integral part of online learning, through the various forms of learner interactions within online learning environment, such as discussion forums, collaborative learning and communities building. However, recent studies still find mixed results that instructors and students are not always fully engaged in online learning activities. Without frequent and persistent interactions, it is doubtful whether online knowledge sharing could really take place in online learning environment. Thus, the present study examines prior literature to explore the motivational factors to online knowledge sharing. It is found that perceived online attachment motivation and perceived online relationship commitment are two determinants to online knowledge sharing. As a result of the literature review, theoretical propositions are developed to explain online knowledge sharing. Discussion section explains the theoretical and practical implications.

Gender differences of knowledge sharing in online learning environment

Although online learning environments are perceived to facilitate knowledge sharing among individuals, various empirical studies find that participants do not log on frequently or are reluctant to share ideas with others. It is thus crucial for educators to understand when and how online knowledge sharing occurs. Prior model framework has been adapted to explore the motivational factors that drive knowledge sharing among individuals in online learning environments, esp. if there are any gender differences of online knowledge sharing. The hypothesized relationships between the identified motivational factors and online knowledge sharing behavior are then tested using a survey questionnaire administered to a sample of 333 undergraduate students. The results indicate that perceived attachment motivation (the need to form) and perceived relationship commitment (the need to main a relationship) are important determinants of online knowledge sharing. Further analysis on gender differences reveals that male participants rated the need to form relationships more highly than their female counterparts. Implications to ensure online learning environments to encourage knowledge sharing behavior are discussed.

The influence of attachment styles on knowledge sharing in social media environments

Social media have become very popular. The number of social media users, and the number of interactions among them, is huge. The social media environment plays host to a range of activities, including the exchange of photos and video media, the exchange of ideas and comments, and the building of personal and career networks. Accordingly, the social media environment also serves as a useful supplement to informal learning outside the classroom for both full-time students and adult learners. It is thus crucial that educators understand the determinants of online knowledge sharing. In this study, an existing model framework is adapted to explore the motivational factors that drive knowledge sharing among individuals in the social media environment, particularly to determine whether there are any attachment style differences in online knowledge sharing. The hypothesized relationships between the motivational factors identified and online knowledge sharing behavior are then tested using a survey questionnaire administered to 3,590 post-secondary students applying to a local university. The results indicate that perceived attachment motivation (the need to form a relationship) and perceived relationship commitment (the need to maintain a relationship) are important determinants of online knowledge sharing. Further analysis of attachment styles reveals that high attachment-style individuals rate the need to form relationships more highly than their low attachment-style counterparts. However, the results are the reverse for the need to maintain a relationship. The implications for the encouragement of knowledge sharing behavior in the social media environment are discussed.

“Whistleblower or Leaker?” Examining the Portrayal and Characterization of Edward Snowden in USA, UK, and HK Posts

This study evolved from the question of how whistleblowers are portrayed and characterized by the news media. A primary objective of this study is to specifically examine how Snowden was characterized and portrayed in The Guardian and The Washington Post as well as a control comparison with a Hong Kong newspaper, South China Morning Post (SCMP) as Snowden had been stayed in Hong Kong. To this end, a comparative textual analysis of news articles was performed—by tracking the keywords—from the period of June 10, 2013 (when Snowden first disclosed the information to the newspapers) through October 31, 2013. This study concludes that keywords may be critically important in the portrayal and characterization of individuals such as Snowden, and that portrayal of that individual can change over a selected time frame. Since this study is based on limited analysis of selected news coverage to date, its conclusions must be viewed as preliminary in need of future data as the Snowden coverage continues.