ArticleFrontiers in psychology2022
Impact of Immediacy of Feedback on Continuous Intentions to Use Online Learning From the Student Perspective.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The immediacy of feedback in media is emerging to enhance the interactivity of online experience for users. There is a gap in the study to explore the impacts of the immediacy of feedback on continuous intentions to use online learning from the student perspective. This study aims to fill the gap to investigate the impacts of the immediacy of feedback on students' continuous intentions to use online learning. This study utilizes the technology acceptance model (TAM) and expectation theory model (ETM) to conceptualize the effect of the immediacy of feedback on student continuous intentions to use online learning in terms of the mediation effect of Perceived Ease of Use (PEOU), Perceived Usefulness (PU), satisfaction, and attitude of students for continuous intentions to use online learning. An online survey of higher education students with experience in online learning is conducted to test the proposed hypothesis. The collected data are analyzed by using structural equation modeling (SEM) to establish the proposed hypothesis. The findings reveal that the immediacy of feedback from the media has a strong association with PEOU, PU, students' attitudes, students' satisfaction, and ultimately toward the continuous intentions to use online line learning in future. The study set key theoretical and practical insights to pave the way for future research.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.