New Empirical Data Findings for Student Experiences of E-Learning analytics Recommender Systems and their Impact on System Adoption

New Empirical Data Findings for Student Experiences of E-Learning analytics Recommender Systems and their Impact on System Adoption

Hadeel Alharbi (University of New England, Armidale, Australia) and Kamaljeet Sandhu (University of New England, Armidale, Australia)
Copyright: © 2019 |Pages: 10
DOI: 10.4018/IJIDE.2019040104
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This article examines Saudi Arabian students' experiences of using an e-learning analytics recommender system during their study and the extent to which their experiences were predictors of their adoption and post-adoption of the system. A sample of 353 students from various universities in Saudi Arabia completed a survey questionnaire for data collection. Results showed that user experience is a significant predictors of student adoption and post-adoption of an e-learning recommender system. Based on these findings, this study concluded that universities must support students to develop their awareness of, and skills in using an e-learning recommender system to support students' long-term acceptance and use of the system.
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2. Methodology

Qualtrics survey software was used to develop a web-based survey divided into two sections. The first section captured the respondents’ profiles (i.e. demographics data) using multiple-choice questions. The second section included close-ended scale questions using a five-point Likert scale with end points of “strongly agree” and “strongly disagree” to measure the independent and dependent variables related to the research model.

The web-based questionnaire was distributed via email to 1000 students and was accessible to students from 5 February 2016 to 15 May 2016. Participation was completely voluntary. In addition, 550 questionnaires were randomly distributed by the researcher and three professional survey collectors recruited to distribute and collect the survey data from different locations. Of the 406 returned surveys, 53 were excluded from analysis either because the students indicated that they had not used an ERS or due to missing response items. The remaining 353 surveys were included in the analysis.

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