Factors Influencing Behavioural Intention to Adopt the QR-Code Payment

This study aims to identify the factors which affect the consumers’ behavioural intention to adopt the Quick response code (QR-code) mobile payment. This study extends the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) with the personal innovativeness construct. This study reveals that performance expectancy, social influence, habit, price value, and personal innovativeness in information technology are significantly related to behavioural intention to adopt QR-code mobile payment. However, effort expectancy, facilitating conditions, and hedonic motivation are found to be statistically insignificant. This study presents one of the few empirical works investigating the role of consumer innovativeness and thus validates the inclusion of personal innovativeness as constructed in mobile payment adoption research. Findings from this study provide valuable insights for mobile payment application developers and mobile payment marketing teams.

Factors Influencing Behavioural Intention to Adopt the QR-Code Payment

This study aims to identify the factors which affect the consumers’ behavioural intention to adopt the Quick response code (QR-code) mobile payment. This study extends the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) with the personal innovativeness construct. This study reveals that performance expectancy, social influence, habit, price value, and personal innovativeness in information technology are significantly related to behavioural intention to adopt QR-code mobile payment. However, effort expectancy, facilitating conditions, and hedonic motivation are found to be statistically insignificant. This study presents one of the few empirical works investigating the role of consumer innovativeness and thus validates the inclusion of personal innovativeness as constructed in mobile payment adoption research. Findings from this study provide valuable insights for mobile payment application developers and mobile payment marketing teams.

Exploring the specification of educational compatibility of virtual reality within a technology acceptance model

This study investigated the specification of educational compatibility within a technology acceptance model (TAM) suited to engaging educational technologies. Attitudes towards virtual reality (VR) for learning was used to test the experimental model. One hundred and seventy-nine valid survey responses were collected from 517 potential participants with the majority from first-year university students. The independent variables were educational compatibility, cognitive engagement, social influence, system attributes, perceived anxiety and facilitating conditions. Exploratory factor analysis showed that educational compatibility and attitude were collinear, and therefore were combined into one construct. Confirmatory factor analysis indicated that the combined educational compatibility-attitude construct and perceived usefulness were not discriminant. Two structural models were therefore compared: one where educational compatibility-attitude items were incorporated within perceived usefulness, and another where educational compatibility-attitude items were excluded entirely. The results showed that incorporating educational compatibility-attitude items within perceived usefulness affected the influence of cognitive engagement and system attributes on perceived usefulness, though overall model power was unchanged. The results suggested that (a) educational compatibility and attitude could be redundant, and (b) incorporating educational compatibility into perceived usefulness may help specify educationally focused TAMs. Implications for practice or policy: Researchers may regard educational compatibility and attitude to be redundant and exclude them from TAMs as separate constructs. Researchers could consider tailoring the perceived usefulness construct to make it more specific to the educational context, for example by including one or more educational compatibility items.

Impact of Social Network Usage on Academic Performance of the Vietnamese Students

Social networks and communication on theInternet have an important role in people's daily lifeworldwide. This paper examines the impact of Socialnetwork usage on the Academic performance of students. The research data were collected from a stratified sampling survey including 576 Vietnamese undergraduate students. The research model has five independent variables (Perceived usefulness, Perceived ease of use, Social influences, Facilitating conditions, Community identity), one mediating variable (Social network usage), and onedependent variable (Academic performance). The studymethods include the Cronbach’s alpha test, the Exploratory factor analysis, the Confirmatory factor analysis, and the Structural equation modeling are employed toquantitatively analyze the relationship among variables.The result finds that there are positive and significantimpacts of Perceived usefulness, Perceived ease of use,Social influences, Community identity on Social networkusage. The impact of Facilitating conditions on Socialnetwork usage is positive, however, it is not significant.The result also concludes that there is a positive andsignificant impact of Social network usage on theAcademic performance of students. Besides, the empiricalstatistical data indicates that social networks are really apopular and familiar tool for helping students tocommunicate with each other in Vietnam. Finally, thestudy result suggests that educational managers may usesocial networks as an informal tool to enhance not only the academic performance of students but also othereducational activities in universities.

An Artificial Intelligence-Based Approach to Model User Behavior on the Adoption of E-Payment

The growth of internet usage during the COVID-19 pandemic creates a new business avenue on e-payment for organizations to expand their business horizon. However, challenges on user-related factors arise with this new avenue. This study aims to investigate the association of these factors on the adoption of e-payment services using machine learning inference. An artificial intelligence-based analysis pipeline is established to study the impact of individual items of the dependent factors on the usage of e-payment. In the analysis pipeline, the important items were extracted using a hybrid artificial intelligence method, and the relationships of these items were inferred using the tree algorithm. The results show that items related to expectancy, facilitating conditions, user attitude, and performance expectancy affect usage of e-payment services. Participants below 25 years old require a gamification solution to adopt e-payment, and participants above 40 years old need social support.

Students' Acceptance of Gamification in Higher Education

Gamification provides a practical approach to improving learning processes, especially the learner's motivation. However, little research has been conducted on student intentions to use gamification in higher education. Therefore, this study explored the gamification in higher educational courses by collecting surveys and discusses the factors influencing the acceptance of gamification in higher education. Based on the PLS-SEM results, students should take initial game-based learning content to be more familiar with gamification; furthermore, they could have a positive experience so that they would increase their intention. Performance expectancy is the most important factors influencing a student to accept gamification. Other factors, such as effort expectancy, social influence, facilitating conditions, involvement, skill, and control, are also important factors. With the results of this study, the instructor designer could have substantial help in planning the course content and enhance its efficiency and effectiveness.

Gamification of E-Learning in African Universities

Gamification in education is a strategy of motivating and engaging students by integrating game design features into the instructional process. Although there is a growing body of scientific evidence supporting the effectiveness of gamification in the educational setting, some of the evidence is inconclusive and insufficient, especially in developing nations. The purpose of this study is to integrate the technology acceptance model and task technology fit to investigate instructors' intention to use gamified online learning. A sample of 50 participants across various African institutions was involved in this study. Structural equation modelling implemented via partial least squares (PLS) is used to test the research hypotheses. The results revealed that intention to use gamified online learning was significantly and positively influenced by task technology fit, perceived usefulness, and attitude. Notably, subjective norms, facilitating conditions, and computer anxiety failed to predict behavioural intention. The authors discuss the implications of the findings and propose future directions.

Adapting the UTAUT2 Model for Social Commerce Context

Social commerce (SC) became a major channel for conducting business as a result of the ban adopted by many countries because of Covid-19 era. The simplicity of the Unified Theory of Acceptance and use of Technology (UTAUT) and its extended version (UTAUT2) invites researchers to explore other options that can yield better explanation of the adoption of SC. This study extended the UTAUT2 with perceived value, trust and a SC related construct. In addition, the study re-structured the UTAUT2 to fit with SC environment. The study utilized 463 surveys distributed in Qatar, and analyzed the data using SEM. Results fully supported the proposed model, where trust, perceived value, facilitating conditions, and hedonic motivation significantly predicted behavioral intentions with an R2 value equal to 72%. The model supported the role of performance expectancy and SC constructs in predicting perceived value, and the role of effort expectancy and habit in predicting hedonic motivation.

Towards a cashless society: Use of electronic payment devices among generation Z

Nowadays, transactions on e-commerce platforms (e-payment) utilizing a credit card are popular. Using credit cards for electronic purchases over the Internet is much different from offline purchases in traditional stores; only online transactions do not include either physical credit card or a signature. The e-payment has become a common mode of payment for online transactions made. It is an electronic billing system that gives clients the ability to make payments using the Internet. The objective of this paper was to analyze the associations among continuance intention e-payment, effort expectancy, facilitating conditions, performance expectancy, social influence, and actual usage of e-payment. The data was tested empirically on data collected from 667 Generation Z e-payment users in Malaysia. The results found that facilitating conditions, performance expectancy, and social influence impacted the actual usage of e-payment. Surprisingly, effort expectancy was not significantly associated with the actual e-payment usage. The findings of this study have several implications for managers and point the way towards future research. No prior empirical study has investigated the role of the Unified Theory of Acceptance and Use of Technology model on e-payment usage among Generation Z in Malaysia to the best of the authors’ knowledge. These results provide valuable contributions that can help decision-makers formulate or adjust their strategies associated with e-payments.

The Impact of the Coronavirus (COVID-19) Pandemic on Education

During the COVID-19 pandemic, many universities have moved a large portion of their classes online. To better support students’ online learning activities and to best resemble the face-to-face setting, the technology-supported, synchronous remote learning platform was adopted in most cases. In this study, we aim to investigate factors that could influence students’ learning in this new environment during the COVID-19 pandemic. Specifically, a research model was developed and tested with 428 students. The result showed that students’ IT competence had a significant impact on their learning satisfaction, while social influence had a significant impact on their intention to use the remote learning technology in future classes. As to technology facilitating conditions, significant impacts were found from it (at both institution and student levels) to learning satisfaction. We also found that COVID-19 related mental impacts could influence students’ satisfaction on and intention to use the remote learning technology.