Abstract: The expectation-confirmation model (ECM) is one of the most widely used models for evaluating information system continuance, and this model has been extended to other study backgrounds, or expanded with other theoretical perspectives. However, combining ECM with other theories or investigating the background problem may produce some disparities, thus generating inaccurate conclusions. Habit is considered to be an important factor that influences the user’s continuance behavior. This paper thus critically examines seven pairs of relationships from the original ECM and the habit variable. A meta-analysis was used to tackle the development of ECM research over the last 10 years from a range of journals and conference papers published in 2005–2014. Forty-six journal articles and 19 conference papers were selected for analysis. The results confirm our prediction that a high effect size for the seven pairs of relationships was obtained (ranging from r=0.386 to r=0.588). Furthermore, a meta-analytic structural equation modeling was performed to simultaneously test all relationships. The results show that habit had a significant positive effect on continuance intention at p
Abstract: Creative design requires new approaches to assessment
in vocational and technological education. To date, there has been little
discussion on instruments used to evaluate dies produced by students
in vocational and technological education. Developing a generic
instrument has been very difficult due to the diversity of creative
domains, the specificity of content, and the subjectivity involved in
judgment. This paper presents an instrument for measuring the
creativity in the design of products by expanding the Consensual
Assessment Technique (CAT). The content-based scale was evaluated
for content validity by 5 experts. The scale comprises 5 criteria:
originality; practicability; precision; aesthetics; and exchangeability.
Nine experts were invited to evaluate the dies produced by 38 college
students who enrolled in a Product Design and Development course.
To further explore the degree of rater agreement, inter-rater reliability
was calculated for each dimension using Kendall's coefficient of
concordance test. The inter-judge reliability scores achieved
significance, with coefficients ranging from 0.53 to 0.71.
Abstract: This study reports results of a meta-analytic path analysis e-learning Acceptance Model with k = 27 studies, Databases searched included Information Sciences Institute (ISI) website. Variables recorded included perceived usefulness, perceived ease of use, attitude toward behavior, and behavioral intention to use e-learning. A correlation matrix of these variables was derived from meta-analytic data and then analyzed by using structural path analysis to test the fitness of the e-learning acceptance model to the observed aggregated data. Results showed the revised hypothesized model to be a reasonable, good fit to aggregated data. Furthermore, discussions and implications are given in this article.
Abstract: This study aims to analyze the effect of e-learning on
photonics technology and daily livings among college students. The
course contents of photonics technology and daily livings are first
drafted based on research discussions and expert interviews. Having
expert questionnaires with Delphi Technique for three times, the
knowledge units and items for the course of photonics technology and
daily livings are established. The e-learning materials and the drafts of
instructional strategies, academic achievement, and learning attitude
scales are then developed. With expert inspection, reliability and
validity test, and experimental instructions, the scales and the material
are further revised. Finally, the formal instructions are implemented to
test the effect of different instructional methods on the academic
achievement of photonics technology and daily livings among students
in universities of technology. The research results show that e-learning
could effectively promote academic achievement and learning
attitude, and the students with e-learning obviously outperform the
ones with trandition instructions.