Abstract
This study offers a comprehensive review of various methodologies for emotion based emotion Learning Management Systems (LMS) and examines the use of Technology Acceptance Model (TAM) to investigate how learner beliefs and attitudes influence emotion based LMS use among higher education learners by evaluating the relationships between perceived usefulness, perceived ease of use, attitude and behavioural intentions. In the study, 40 potential users were presented with an introductory demonstration of emotion based LMS for an IT course. Following the demonstration, data on user perceptions and attitudes about emotion based LMS were gathered based on this initial exposure. Hierarchical multiple regressions were used to assess the overall model and influence of each variable of interest in determining behavioural intentions to use emotion based LMS. The analysis showed that both the user perceptions and attitudes have significant positive effects on behavioural intention to use emotion based LMS. Implications of these findings for practice and research are examined and discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 154-160 |
| Number of pages | 7 |
| Journal | International Journal of Learning and Teaching |
| Volume | 1 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Dec 2015 |
Keywords
- e-learning
- emotion recognition
- emotion-based elearning
- learning management systems
- technology acceptance model