Pre-service teachers' often suboptimal use of technology in teaching can be explained by low levels of technology acceptance. The present study aims to investigate how technology acceptance can be promoted. Based on the Technology Acceptance Model by Davis (1986), we hypothesized that encouraging pre-service teachers to constructively engage with…

With the development of virtual reality technology, 3D multi-user virtual environments (MUVEs) have attracted increasing research attention and are thought to bring many learning benefits in higher education. However, the widespread and sustained application of MUVEs in higher education lies in learners' intention to use them, but the mechanism…

With the rapid advances in technology (e.g., the internet, hardware, and software), technology-supported learning environments have widely emerged in K-16 learning and instruction. A survey found that 73% of teachers had their students use smartphones to conduct internet searches, and almost half of students reported using e-readers and tablets to…

Pedagogy has emphasized that physical representations and tangible interactive objects benefit learning especially for young students. There are many tangible hardware platforms for introducing computer programming to children, but there is limited comparative evaluation of them in the context of a formal classroom. In this work, we explore the…

As long as students use Web 2.0 tools extensively for social purposes, there is an opportunity to improve students' engagement in Higher Education by using these tools for academic purposes under a Personal Learning Environment approach (PLE 2.0). The success of these attempts depends upon the reactions and acceptance of users towards e-learning…