GENERATING INTENTION OF ELEMENTARY SCHOOL STUDENTS TO USE SMARTPHONE IN LEARNING
DOI:
https://doi.org/10.61841/mch7x203Keywords:
Intention, smartphones, elementary school, perceived characteristics of innovatingAbstract
This study aims to determine attributes in the model of Perceived Characteristics of Innovating Theory (PCIT), which can arouse students’ intention to use smartphones in learning at elementary school. This research uses quantitative methods; the questionnaire is used as an instrument to obtain data from all respondents and is made using a Likert scale in the form of a survey that must be answered by respondents as is. Respondents selected in this study were 225 students from seven state primary schools spread across seven provinces in Indonesia, consisting of classes 4, 5, and 6. Multiple regression analysis was used to measure the effect of independent variables on the dependent variables. The results of this study indicate that the relative adventage, visibility, and voluntariness attributes can significantly evoke the intention of elementary school students to use smartphones in learning. Meanwhile, the attributes of compatibility, trialability, ease of use, result demonstrability, and image were not significant in arousing the intention of elementary school students to use smartphones in learning. The results of the study are very useful for schools to make students want to use smartphones as a learning aid.
Downloads
References
[1] Alshahrani, K. (2015). eLearning in Higher Education: From Teacher-centered to Learner-centered Design. Arabia: Deanship of Research & Doctoral Studies.
[2] Altan, B. A. & Karalar, H. (2018). How students digitally age: by gaining or losing, 17(2), 738–749. https://doi.org/10.17051/ilkonline.2018.419054
[3] Bakker, D., Kazantzis, N., Rickwood, D., & Rickard, N. (2016). Mental health smartphone apps: review and evidence-based recommendations for future developments. JMIR Mental Health, 3(1), e7. https://doi.org/10.2196/mental.4984
[4] Charith Perera, Srimal Jayawardena, Prem Prakash Jayaraman, C. H. L. (2014). Mobile sensing devices and platforms (61272509).
[5] Clarke, B., Atkinson, R., & Svanaes, S. (2015). How children use mobile devices at school and at home, September 2015. Techknowledge.
[6] Compeau, D. R., Ivey, R., Meister, D. B., & Higgins, C. A. (2007). From Prediction to Explanation: Reconceptualizing and Extending the Perceived Characteristics of Innovating. Journal of the Association for Information Systems, 8(1), 409–439. https://doi.org/Article
[7] Durak, H. Y. (2018). Investigation of nomophobia and smartphone addiction predictors among adolescents in Turkey: demographic. The Social Science Journal, (2017). https://doi.org/10.1016/j.soscij.2018.09.003
[8] Green, M. (2019). Smartphones, Distraction Narratives, and Flexible Pedagogies: Students' Mobile Technology Practices in Networked Writing Classrooms. Computers and Composition, 52, 91–106. https://doi.org/10.1016/j.compcom.2019.01.009
[9] Hu, B. (2013). Wi-Fi-based indoor positioning system using smartphones, (November), 1–76.
[10] Jones, B. H. & Chin, A. G. (2015). On the efficacy of smartphone security: A critical analysis of modifications in business students’ practices over time. International Journal of Information Management, 35(5), 561–571. https://doi.org/10.1016/j.ijinfomgt.2015.06.003
[11] Kaya, T. & Bicen, H. (2016). The effects of social media on students’ behaviors; Facebook as a case study. Computers in Human Behavior, 59, 374–379. https://doi.org/10.1016/j.chb.2016.02.036
[12] Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22 140, 55. https://doi.org/2731047
[13] Moore, G. C., & Benbasat, I. (1991). Development of an instrument to measure the perceptions of adopting an information technology innovation. Information Systems Research, 2(3), 192–222. https://doi.org/10.1287/isre.2.3.192
[14] Martin, M. (2019). The Implementation of School-Based Management in Public Elementary Schools. Asian Journal of Assessment in Teaching and Learning, 9(1), 44-56.
[15] Oshidary, N. S. (2012). High School on Facebook: An Ethnography of Social Media, New Technology, and Psychosocial Risks with “Always On” Teenagers.
[16] Özdamlı, F. & Yıldız, E. P. (2014). Parents’ Views towards Improve Parent-School Collaboration with Mobile Technologies. Procedia: Social and Behavioral Sciences, 131, 361-366. https://doi.org/10.1016/j.sbspro.2014.04.130
[17] Paakkari, A., Rautio, P., & Valasmo, V. (2019). Learning , Culture and Social Interaction Digital labour in school: Smartphones and their consequences in classrooms. Learning, Culture, and Social Interaction, 21 (January), 161–169. https://doi.org/10.1016/j.lcsi.2019.03.004
[18] Pereira, A. C.; Romero, F. (2017). A review of the meanings and implications of the Industry 4.0 concept. Procedia Manufacturing, 13, 1206–1214. https://doi.org/10.1016/j.promfg.2017.09.032
[19] Pistilli, N. & Cain, J. (2016). Using a healthcare practice framework to address smartphone use in the classroom. Currents in Pharmacy Teaching and Learning, 8(2), 247–253. https://doi.org/10.1016/j.cptl.2015.12.020
[20] Rahim, A., Safin, S. Z., Kheng, L. K., Abas, N., & Ali, S. M. (2016). Factors Influencing the Purchasing Intention of Smartphones among University Students. Procedia Economics and Finance, 37(16), 245–253. https://doi.org/10.1016/S2212-5671(16)30121-6
[21] Ramadiani, Azainil, Haryaka, U., Agus, F., & Kridalaksana, A. H. (2017). User satisfaction model for elearning using a smartphone. Procedia Computer Science, 116, 373–380. https://doi.org/10.1016/j.procs.2017.10.070
[22] Rogers, E. M. (1983). Diffusion of innovations. Macmillian Publishing Co. https://doi.org/citeulike-articleid:126680
[23] Seo, W., & Choi, I.-C. (2014). The effect of using a smartphone application on middle school students’ English expression learning and satisfaction. Multimedia-Assisted Language Learning, 17(1), 34–57. Retrieved from http://journal.kamall.or.kr/wp-content/uploads/2014/04/Seo+Choi_17_1_02.pdf
[24] Sherrell, R. S. (2014). The contribution of college students attachment styles and social media practices on their relationship development. College of Education and Human Performance at the University of Central Florida, Orlando, Florida, 160. https://doi.org/10.1017/CBO9781107415324.004
[25] Síthigh, D. D. Mac. (2012). App law within: Rights and regulation in the smartphone age. Environmental Law.
[26] So, S. (2016). Mobile instant messaging support for teaching and learning in higher education. Internet and Higher Education, 31, 32–42. https://doi.org/10.1016/j.iheduc.2016.06.001
[27] Tan, W. K., Hsiao, Y. J., Tseng, S. F., & Chan, C. L. (2018). Smartphone application personality and its relationship to personalities of smartphone users and social capital accrued through use of smartphone social applications. Telematics and Informatics, 35(1), 255-266. https://doi.org/10.1016/j.tele.2017.11.007
[28] Tecnopreneur, A. (2017). Penetrasi & perilaku pengguna internet Indonesia: Survey 2017. Retrieved from https://apjii.or.id/survei2017
[29] Tindall, D. B. & Groenewegen, T. (2014). Social media and politics. (K. Harvey, Ed.). SAGE Publications, Inc.
[30] Trilling, B. & Fadel, C. (2009). 21st century skills. Jossey-Bass, 256. https://doi.org/10.1145/1719292.1730970
[31] Tsai, T. H., Tseng, K. C., & Chang, Y. S. (2017). Testing the usability of smartphone surface gestures on different sizes of smartphones by different age groups of users. Computers in Human Behavior, 75, 103–116. https://doi.org/10.1016/j.chb.2017.05.013
[32] Yan, G., Rawat, D. B., Shi, H., & Alnusair, A. (2014). Developing and applying smartphone apps in online courses. Journal of Information Systems Education, 25(2), 149–159. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=101580412&site=eds-live&scope=site
Downloads
Published
Issue
Section
License
Copyright (c) 2020 AUTHOR
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
