Students' Web-Based Activities Moderate the Effect of Human-Computer-Interaction Factors on Their E-Learning Acceptance and Success During COVID-19 Pandemic

dc.authoridKIRKIL, GOKHAN/0000-0001-9213-007X
dc.authoridAL-Sayid, Fareed/0000-0003-0850-8709
dc.authorwosidAL-Sayid, Fareed/AFY-9112-2022
dc.authorwosidKIRKIL, GOKHAN/X-9501-2019
dc.contributor.authorKirkil, Gökhan
dc.contributor.authorKirkil, Gokhan
dc.date.accessioned2023-10-19T15:12:50Z
dc.date.available2023-10-19T15:12:50Z
dc.date.issued2022
dc.department-temp[AL-Sayid, Fareed] Kadir Has Univ, Ind Engn Dept, Istanbul, Turkey; [Kirkil, Gokhan] Kadir Has Univ, Fac Engn & Nat Sci, Istanbul, Turkeyen_US
dc.description.abstractThe purpose of this study is to investigate if students' activities on systems web-based moderate the effect of human-computer interaction (HCI) factors on ease of use and usefulness of e-learning and their success (SS) at the time of the COVID-19 pandemic. To answer the questions that addressed the relationship between HCI, e-learning acceptance, and SS, the researcher surveyed 103 students from Kadir Has University whose grade and activity logs were accessible. The survey was related to their perceived course webpage design, system and content quality, interactivity, usability and functionality, and self-assessment. The results show that most of the hypotheses of this study have been proven, a comprehensive conceptual model was developed, and the student grades in the online courses improved their GPA. The findings further reveal that students' activities moderate the effects of course environment and content quality on perceived usefulness and the effect of the course evaluation' system on perceived ease of use, where the changes in R-2 ranged between 0.041 and 0.074. That means including logs as a moderator would increase the explanatory power of the effect of HCI factors on e-learning acceptance which together explained 54.9% of the variance in perceived success (SS), where U is the strongest determinant of SS.en_US
dc.identifier.citation9
dc.identifier.doi10.1080/10447318.2022.2087013en_US
dc.identifier.issn1044-7318
dc.identifier.issn1532-7590
dc.identifier.scopus2-s2.0-85132986060en_US
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/10447318.2022.2087013
dc.identifier.urihttps://hdl.handle.net/20.500.12469/5546
dc.identifier.wosWOS:000817877500001en_US
dc.identifier.wosqualityQ2
dc.khas20231019-WoSen_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Incen_US
dc.relation.ispartofInternational Journal of Human-Computer Interactionen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectInformation-Systems SuccessEn_Us
dc.subjectManagement-SystemsEn_Us
dc.subjectBehavioral IntentionEn_Us
dc.subjectTechnologyEn_Us
dc.subjectModelEn_Us
dc.subjectAdoptionEn_Us
dc.subjectDeterminantsEn_Us
dc.subjectSatisfactionEn_Us
dc.subjectPerformanceEn_Us
dc.subjectDeloneEn_Us
dc.subjectInformation-Systems Success
dc.subjectManagement-Systems
dc.subjectBehavioral Intention
dc.subjectTechnology
dc.subjectModel
dc.subjectAdoption
dc.subjectDeterminants
dc.subjectSatisfaction
dc.subjectPerformance
dc.subjectDelone
dc.titleStudents' Web-Based Activities Moderate the Effect of Human-Computer-Interaction Factors on Their E-Learning Acceptance and Success During COVID-19 Pandemicen_US
dc.typeArticleen_US
dspace.entity.typePublication
relation.isAuthorOfPublicationc777ed76-9b8f-43f2-a3b0-0222883181af
relation.isAuthorOfPublication.latestForDiscoveryc777ed76-9b8f-43f2-a3b0-0222883181af

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