What is it about?
This study aims to examine the determinants of students' behavioural intention to use animation and storytelling by applying the Unified Theory of Acceptance and Use of Technology model as a guiding principle. In addition, the moderating effects of both gender and level of experience with animation and storytelling on these relationships are also inspected.
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Why is it important?
Findings using the Partial Least Square-Structural Equation Modelling (PLS-SEM) approach reveal that performance expectancy featured as the most prevailing determinant of students' behavioural intention to use animation and storytelling within lessons. What's more, the relative influence in this respect was higher among females, and those groups of students who were more experienced in the use of animation and storytelling, than their counterparts. The findings suggest that university managements and academics of business schools should recognise the use of animation and storytelling as an effective and efficient educational approach, and actively embed this strategy within lessons in order to produce business students who are more creative in their communication of stories, ideas and concepts with peer groups both inside the classroom, and when using other learning media such as online videos.
Perspectives
Findings using the Partial Least Square-Structural Equation Modelling (PLS-SEM) approach reveal that performance expectancy featured as the most prevailing determinant of students' behavioural intention to use animation and storytelling within lessons. What's more, the relative influence in this respect was higher among females, and those groups of students who were more experienced in the use of animation and storytelling, than their counterparts. The findings suggest that university managements and academics of business schools should recognise the use of animation and storytelling as an effective and efficient educational approach, and actively embed this strategy within lessons in order to produce business students who are more creative in their communication of stories, ideas and concepts with peer groups both inside the classroom, and when using other learning media such as online videos.
Professor Dr Norazah Mohd Suki
Universiti Utara Malaysia
Read the Original
This page is a summary of: Determining students’ behavioural intention to use animation and storytelling applying the UTAUT model: The moderating roles of gender and experience level, The International Journal of Management Education, November 2017, Elsevier,
DOI: 10.1016/j.ijme.2017.10.002.
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