The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19

How to improve users' purchase intention of agricultural products through live streaming systems?

With the development and improvement of technology, live streaming systems have emerged in people's daily lives, providing new channels for agricultural product sales. This study aims to understand how to scientifically design live streaming systems for agricultural product sales based on user perceptions and preferences. We conducted an online survey, and Study 1 obtained 569 valid samples. We established a structural equation model and applied fuzzy-set qualitative comparative analysis to identify necessary conditions and configurations. In Study 2, two survey stages obtained 61 and 228 valid samples, respectively, and exploratory factor analysis was used for dimensionality reduction. The results showed that information quality and perceived interactivity can reduce social anxiety in female and male users, respectively. Information quality and perceived playfulness positively affect purchase intention. Furthermore, we identified four positive factors, including natural quality, support for domestic agriculture, transportation services, and information attractiveness, and three negative factors, including fulfillment risk, decision pressure, and inefficient consumption experience that may influence users' purchase intention. The findings provide validated design insights for live streaming systems, playing a positive role in enhancing design effectiveness and promoting agricultural product sales.

Telepharmacy versus Face-to-Face Approach in Providing Inhaler Technique Training Service: A Non-Inferiority Assessment Among German Pharmacy Students

Background

The use of telepharmacy in delivering pharmaceutical care services has grown in the past few years; however, there are perceptions of its inappropriateness for providing medical device training among pharmacy students and practicing pharmacists.

Objective

The primary objective of this study was to determine if the telepharmacy approach for providing inhaler technique training service was non-inferior to the face-to-face approach regarding pharmacy students' performance in simulated patient encounters. Secondary objectives were to determine students' self-assessment of their ability to demonstrate and practice inhaler technique between the two modes of communication and their perceptions of telepharmacy.

Methods

A randomized crossover non-inferiority trial was conducted among undergraduate pharmacy students. Outcomes were measured by comparing Objective Structured Clinical Examination (OSCE) scores of participants' performance between two modes of communication while providing inhaler technique training service. Moreover, the participants also completed self-assessment and perception questionnaires.

Results

The telepharmacy approach was non-inferior to the face-to-face approach for demonstrating and practicing the correct inhaler technique based on OSCE scores and a predefined non-inferiority margin of -10%. The results also revealed no significant differences in student self-confidence between the two modes of communication. Moreover, participants had a largely positive perception of telepharmacy and its use in providing inhaler technique training service.

Conclusion

Considering our findings, telepharmacy is a viable alternative to traditional face-to-face consultations for providing inhaler technique training service. However, to address perceived difficulties and differences between virtual and face-to-face consultations, the pharmacy curriculum should include more telepharmacy-related didactic content with experiential learning and simulations.

How collaborative, interpersonal, and disaster-responsive tendencies work together in non-face-to-face environments: lessons from prolonged pandemic experiences

This study investigates the dynamics of collaborative characteristics, interpersonal reactivity, and disaster situation responses in non-face-to-face settings, a response mechanism increasingly relevant in the wake of prolonged pandemics. By examining a group of 123 university students engaged in a seven-week non-face-to-face collaborative project, the research identifies relational patterns between collaborative traits such as regulation and efficacy, interpersonal empathy, and responses to disaster situations. The research methodology employs a sophisticated analytical framework comprising factor and canonical correlation analyses to identify how empathy and collaborative efficacy significantly related with disaster response in online collaborations. The mediation and moderation models analyzed confirm mutual mediation effects of collaborative regulation and interpersonal reactivity on situational empathy without significant moderation effects. This suggests there were direct causal relationships of collaborative regulation, collaborative efficacy, interpersonal reactivity on situational empathy. The findings underscore the pivotal role of empathy in collaboration during disasters offering a nuanced understanding of the social and psychological underpinnings that enable collective responses to crises in environments lacking physical interaction and illuminating the critical role of collaborative and interpersonal skills in such settings.

The analysis of educational informatization management learning model under the internet of things and artificial intelligence

This study explores the influence of the Internet of Things (IoT) and Artificial Intelligence (AI)-enhanced learning models on student management in educational informatization management. A game-theoretic enhanced learning model is proposed to achieve this objective, incorporating resource scheduling strategies under fog computing and a student management system that integrates IoT and AI technologies. This model's performance and the student management system are then tested. The results indicate that the fog computing-based hierarchical Q-learning (Q) model proposed in this study achieves faster convergence than a single Q model, reaching convergence after 80 training rounds, ten rounds earlier than the comparative algorithm. The model exhibits a lower average workload delay of 0.5 ms and fog node delay below 1 ms, showcasing significant advantages in terms of overall cost-effectiveness, thus minimizing service costs. The student management system has 3000 concurrent user connections, static page request times ranging from 0 to 25 s, login response time predominantly at 60 s, and a capacity to process up to 20 parallel tasks per second with zero errors. The system functionalities are fully realized, meeting usage demands effectively and achieving the highest average functional score of 9.03 for online interaction functionality. This study demonstrates the efficacy of the game-theoretic enhanced learning model in a fog computing environment and the positive impact of IoT and AI technologies on student management. The proposed student management system better caters to individual student needs, enhancing learning outcomes and experiences. The study's innovation lies in the integration of IoT technology with AI-enhanced learning models, coupled with the introduction of game-theoretic resource scheduling strategies, enabling the student management system to intelligently identify student requirements, allocate learning resources, and dynamically optimize the educational process, ultimately improving learning outcomes. This holds significant implications for enhancing education quality and promoting personalized student development.

The Impact of Color Cues on the Learning Performance in Video Lectures

This study explores the learning effects of color cues in video lectures and their underlying mechanisms. With the rapid growth of online education, lifelong learning, and blended learning, video lectures have become integral to teaching and learning. Color, a crucial element in visual design, directs attention, organizes content, and integrates information. Evaluating 78 college students, we assessed learning performance by comparing video content with no-color, single-color, and multi-color cues using eye-tracking technology and cognitive load scales. Results indicate that students viewing videos with color cues demonstrated better retention and transfer test performance, while absence or excess of color cues increased cognitive load. These findings have practical implications for video producers and provide a theoretical foundation for enhancing learners' viewing experience and overall effectiveness. This study not only offers an in-depth analysis of color cue utilization in video lectures, highlighting their positive impact on learning outcomes but also introduces fresh perspectives for educational technology and cognitive psychology research. Future investigations should consider color cue effects in diverse cultural contexts and subject areas, exploring varied strategies to optimize the learning experience.

Perceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexico

Interactive communication platforms have been widely used to support online teaching. However, during the Coronavirus Diseases 2019 (COVID-19) pandemic they gained unprecedented relevance since they allowed educational processes to continue. This study investigated the relationship among interactive communication technology tools, perceived instructor presence, student satisfaction and engagement in hybrid courses post-COVID-19 lockdown. An electronic questionnaire was administered to 1086 students from a public university in Mexico that implemented a hybrid class model using Microsoft Teams after the lockdown. Jamovi and WarpPLS were used to perform confirmatory factor analysis and structural equation modeling. The findings revealed that interactive technological communication tools positively impact the instructor's perceived presence, student satisfaction and engagement. Similarly, commitment significantly positively impacted student satisfaction. The model demonstrated a good fit. The findings were consistent with studies before and during the lockdown. The instructor's perceived presence promotes student engagement and satisfaction, and Microsoft Teams effectively facilitates this presence. These findings suggest that interactive communication tools are and will be significant in educational contexts and modalities. This study provides useful insights for educators, course designers and educational administrators, emphasizing effective communication with students and implementing interactive technological communication tools to enhance hybrid learning in the post-pandemic era.

A New Normal: A Case Study on Changing Strategies in Technology Engagement at an Academic Health Sciences Library

As academic libraries shift services to meet the changing needs of patrons after the COVID-19 pandemic, educational technologies and services to support them require updating. Patrons using technology that was once associated with hands-on learning and in-person interactions are preferring flexible and hybrid iterations. In this case study, the authors describe and analyze the pivot of three technology services at the Spencer S. Eccles Health Sciences Library in the post-COVID-19 environment. Technologies discussed include a multimedia studio, virtual reality (VR), and a three-dimensional (3D) printing service. This case study utilizes available usage stats and survey data to demonstrate and provide rationale for the changing strategy in services for each technology "hub." The multimedia studio has been dismantled in favor of the equipment being available for checkout, VR is now available in a staff-supported classroom, and a 3D printing service has been fully automated through an online submission platform. These examples, and the rationale behind changing them, can help offer ideas for other libraries to help find solutions that meet the demands of a changing learning environment.

Undergraduate students' perceptions of using videoconferencing for EFL learning: Evidence from Tencent Meeting application

This paper examined Chinese undergraduate students' perceptions of using videoconferencing in learning English as a foreign language (EFL) during the COVID-19 pandemic. The data were collected among 348 Chinese university students who attended sixteen-week learning of Integrated English Course through Tencent Meeting, the most widely used videoconferencing application in China. We adopted voluntary response sampling method in this cross-sectional study. Students completed an online survey on "Wenjuanxing", China's biggest online questionnaire distribution platform. A structural equation model (SEM) was constructed and analyses revealed that perceived ease of use and perceived usefulness were significant predictors of students' satisfaction and participation intention. Students' computer self-efficacy had a positive effect on their perceived ease of use, perceived usefulness, and participation intention while their frequency of using videoconferencing did not influence these variables. This study contributes to the existing literature on the acceptance of videoconferencing in the context of EFL learning and offers insights for developing up-to-date videoconferencing teaching strategies.

Virtual (Zoom) Interactions Alter Conversational Behavior and Interbrain Coherence

A growing number of social interactions are taking place virtually on videoconferencing platforms. Here, we explore potential effects of virtual interactions on observed behavior, subjective experience, and neural "single-brain" and "interbrain" activity via functional near-infrared spectroscopy neuroimaging. We scanned a total of 36 human dyads (72 participants, 36 males, 36 females) who engaged in three naturalistic tasks (i.e., problem-solving, creative-innovation, socio-emotional task) in either an in-person or virtual (Zoom) condition. We also coded cooperative behavior from audio recordings. We observed reduced conversational turn-taking behavior during the virtual condition. Given that conversational turn-taking was associated with other metrics of positive social interaction (e.g., subjective cooperation and task performance), this measure may be an indicator of prosocial interaction. In addition, we observed altered patterns of averaged and dynamic interbrain coherence in virtual interactions. Interbrain coherence patterns that were characteristic of the virtual condition were associated with reduced conversational turn-taking. These insights can inform the design and engineering of the next generation of videoconferencing technology.SIGNIFICANCE STATEMENT Videoconferencing has become an integral part of our lives. Whether this technology impacts behavior and neurobiology is not well understood. We explored potential effects of virtual interaction on social behavior, brain activity, and interbrain coupling. We found that virtual interactions were characterized by patterns of interbrain coupling that were negatively implicated in cooperation. Our findings are consistent with the perspective that videoconferencing technology adversely affects individuals and dyads during social interaction. As virtual interactions become even more necessary, improving the design of videoconferencing technology will be crucial for supporting effective communication.

Awareness of security and privacy settings in video conferencing apps among faculty during the COVID-19 pandemic

COVID-19 has forced many schools and universities worldwide, including Saudi Arabia, to move from traditional face-to-face learning to online learning. Most online learning activities involve the use of video conferencing apps to facilitate synchronous learning sessions. While some faculty members were not accustomed to using video conferencing apps, they had no other choice than to jump on board regardless of their readiness, one of which involved security and privacy awareness. On the other hand, video conferencing apps users face a number of security and privacy threats and vulnerabilities, many of which rely on human factors to be exploited. In this study, we used survey data from 307 faculty members at 43 Saudi Arabian universities to determine the level of awareness among Saudi Arabian faculty regarding security and privacy settings of video conferencing apps and to investigate the factors associated with it. We analyzed the data using the Knowledge-Attitudes-Behaviors (KAB) model and the Partial Least Squares Structural Equation Modeling (PLS-SEM) method. We found that the average awareness score of video conferencing apps' security and privacy settings falls into the "Poor" category, which is not surprising considering that many faculty members only started using this new technology on a daily basis because of the pandemic. Further analysis showed that perceived security, familiarity with the app, and digital literacy of faculty members are significantly associated with higher awareness. Privacy concerns are significantly associated with higher awareness only among STEM faculty members, while attitudes toward ICT for teaching and research are negatively associated with such awareness among senior faculty members with more than 10 years of experience. This study lays the foundation for future research and user education on the security and privacy settings of video conferencing applications.

Pre-service Teachers' Use of General Social Networking Sites Linked to Current Scenarios: Nature and Characteristics

Social networking sites form part of everyday life in classrooms at all educational levels. Within these, general social networking sites (GSNSs) offer pre-service teachers flexibility, versatility and the possibility of forming educational communities by connecting formal, non-formal and informal settings. This research analyses the nature, intensity, and type of pre-service teachers’ use of such for educational purposes in their initial training in order to detect the most important aspects for improvement. Possible factors shaping behaviour were gender, whether individuals belonged to universities operating online or in person, differences in the types of studies they were undertaking, and the time at which the questionnaire was administered, before or after the COVID-19 health crisis. To this end, we studied how much and with what aims these students use the most widely used GSNSs for educational purposes. To do so, we administered a questionnaire to a total of 812 students from 6 Spanish universities. The results show a preference for WhatsApp, YouTube, and Instagram. In addition, it was found that undergraduate students used them more intensively than postgraduate students. In the case of online universities, there was a greater need to cover affective and emotional aspects than in in-person universities. As in almost all areas, the situation caused by COVID-19 changed the way social networks were used. The findings also show that pre-service teachers consumed more information on social media than what they produced, which leads to a failure to fully exploit social capital and potential job or academic opportunities that could be generated through their own creations.

Remote learning via video conferencing technologies: Implications for research and practice

Following the unprecedented outbreak of the Coronavirus pandemic (COVID-19), educators and students have shifted from conventional face-to-face lectures to fully virtual sessions that were delivered via video conferencing software. This research investigates the facilitating conditions and the students' perceptions toward using these interactive resources to continue their learning journey. The data was gathered through a structured questionnaire among 777 students in tertiary education. The survey instrument comprised valid measures that are frequently utilized in academia, to evaluate the individuals' acceptance of interactive educational technologies. A partial least squares (PLS) approach revealed that there were very significant factors that were predicting the students' dispositions to utilize synchronous learning programs. The findings underlined the importance of providing appropriate facilitating conditions to improve perceptions and attitudes toward interactive conferencing software. These results reflect the latest developments, as COVID-19 has inevitably accelerated the digital transformation in the realms of education. This contribution implies that students adapted well to a new normal. It confirmed that they are willing to participate and engage in virtual meetings through video conferencing programs.