Unlocking future learning: Exploring higher education students' intention to adopt meta-education

被引：17
作者：
Al-Adwan, Ahmad Samed [1 ]
Alsoud, Malek [2 ]
Li, Na [3 ]
Majali, Tha'er [4 ]
Smedley, Jo [5 ]
Habibi, Akhmad [6 ]
机构：
[1] Al Ahliyya Amman Univ, Dept Business Technol, Amman, Jordan
[2] Al Ahliyya Amman Univ, Dept E Mkt & Digital Commun, Amman, Jordan
[3] Xian Jiaotong Liverpool Univ, Acad Future Educ, Dept Educ Studies, Suzhou, Peoples R China
[4] Appl Sci Private Univ, Dept Informat Syst, Amman, Jordan
[5] Halmstad Univ, Halmstad, Sweden
[6] Univ Jambi, Dept Magister Educ Technol, Jambi, Indonesia
来源：
HELIYON | 2024年 / 10卷 / 09期
关键词：
Meta-education; Herd behavior; Metaverse adoption; Attitude; Student autonomy; Perceived enjoyment; INFORMATION-TECHNOLOGY; PLANNED BEHAVIOR; HERD BEHAVIOR; UNIVERSITY-STUDENTS; DECOMPOSED THEORY; USER ACCEPTANCE; PLS-SEM; MODEL; READINESS; BANKING;
D O I：
10.1016/j.heliyon.2024.e29544
中图分类号：
O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];
学科分类号：
07 ; 0710 ; 09 ;
摘要：
Despite the potential of meta-education to transform higher education, there remains a scarcity of research investigating students' adoption intentions. This study aimed to identify factors influencing students' intentions to adopt meta-education using an extended Decomposed Theory of Planned Behavior model (DTPB). Data was collected via an online survey of 596 higher education students from Jordan who were purposefully selected. Structural equation modeling using partial least squares analysis revealed attitude, social influence, and perceived behavioral control as key antecedents of adoption intention. Furthermore, newly added variables including perceived enjoyment, herd behavior, student autonomy, and student innovativeness showed efficiency in explaining variance in attitude, social influence, and perceived behavioral control. Overall, the extended model provided meaningful insights on factors driving students' willingness to adopt meta-education. The study contributes to theory by extending the decomposed TPB model in the context of emerging educational technologies. It also provides practical implications for policymakers and educators aiming to encourage meta-education adoption.
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页数：18
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