Arkorful, Valentina
6 Publications in AERD
Author Publications
Export PDFEconomics students’ behavioural intention and usage of ChatGPT in higher education: a hybrid structural equation modelling-artificial neural network approach
By Salifu, Iddrisu
The Chat Generative Pre-Trained Transformer, popularly referred to as ChatGPT, is an AI-based technology with the potential to revolutionise conventional teaching and learning in higher education institutions (HEIs). However, it remains unclear which factors influence the behavioural intentions and the actual usage of ChatGPT among economics students in Ghanaian HEIs. In pursuit of this goal, we employed the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) to gain a better understanding of the antecedents influencing the behavioural intentions and actual usage of ChatGPT among economics students. The study surveyed 306 Ghanaian students enrolled in economics at a public university. These students were aware of the existence of ChatGPT applications. We applied a hybrid analytical approach, combining structural equation modelling and artificial neural network (SEM-ANN), to elucidate the causal relationships between variables believed to impact perceived trust, intentions, and actual usage. The results showed that design and interactivity have a significant impact on perceived trust. Similarly, perceived trust, social influence, performance expectancy, hedonic motivation, and habits drive behavioural intentions. Among the various factors influencing behavioural intentions, hedonic motivation emerged as the most dominant. Moreover, behavioural intentions and facilitating conditions significantly drive students’ actual use of the ChatGPT. Nevertheless, ethics is not a significant factor in perceived trust, and effort expectancy does not affect behavioral intention. These findings, however, offer theoretical and practical contributions that can serve as guide for a thoughtful and responsible integration of AI-based tools as a future strategy to enhance education accessibility and inclusivity opportunities. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Modeling the Determinants of Students’ Satisfaction and Continuance-Intention Toward a Mathematics and Science Distance Education Program
By Bervell, Brandford
A distance education Diploma and Bachelor’s degree in Mathematics and Science programs are faced with low enrollment and graduation rate as well as high attrition of students. The aforementioned challenges are attributed to students’ satisfaction and continuance intention. However, students’ satisfaction and continuance intention toward distance education programs are as a result of certain antecedents. This modeled the determinants of satisfaction and program continuance intention by the distance education students on the math and science programs. Based on this, a quantitative approach based on a census survey was adopted and data collected from 113 students through a questionnaire and analyzed using a structural equation modeling approach based on partial least squares structural equation modeling (PLS-SEM). The results of the study showed that two key antecedents: student-instructor interaction, and study center physical facilities determine program satisfaction of mathematics and science distance students. However, administrative support of the program determined instructional modules; facilitation quality was predicted by both instructional modules and laboratory facilities. Finally, students program continuance intention was predicted by satisfaction of the program. Based on the findings, recommendations were made for policy and practice toward improving students’ satisfaction and promote positive intention in pursuant of mathematics and science education program by distance mode. © The Author(s) 2024.
Exploring the nexus between digital competencies and digital citizenship of higher education students: a PLS-SEM approach
By Arkorful, Valentina
In the ever-evolving digital landscape, higher education (HE) students find themselves at the crossroads of two critical aspects: their digital competencies and their digital citizenship. Given the ubiquitous integration of digital technologies in educational settings, it is essential to investigate the relationship between students’ digital competencies and their ability to engage as responsible digital citizens. This study examined the nexus between digital competencies and citizenship among HE students. This study involved 247 students from a Ghanaian HE institution. Digital competency and citizenship scales were used as data collection instruments. The findings revealed that problem-solving, communication and collaboration, and digital content creation competencies had a significant positive influence on HE students’ digital citizenship. Conversely, safety competence has no significant influence on digital citizenship. Interestingly, data and information literacy competence have a negative effect on digital citizenship. The implications of these findings provide valuable insights for educational institutions, policymakers, and educators to foster digital competencies and promote responsible digital citizenship among HE students. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Undergraduate student's perception of using video conferencing tools under lockdown amidst COVID-19 pandemic in Ghana
By Edumadze, John Kwame Eduafo
This study examined technological infrastructure deplored by students during lockdown amidst COVID-19 pandemic. This study explored the behavioural intention to use video conferencing tools for learning from the perspective of university students. The study adopted the unified theory of acceptance and use of technology (UTAUT) concept. The data is from an online survey of 1,562 respondents who took part in a blended course during the COVID-19 pandemic. Structural equation modelling was used for the analysing and testing of hypotheses. The results revealed that video conferencing tools positively fit university students' perceptions and their actual use of each construct. The study revealed a significant positive relationship between all the constructs as derived from the UTAUT model. Our findings validate the UTAUT paradigm and serve as a useful guide for educational institutions and decision-makers who are developing e-learning platforms for university use.
Factors affecting use of massive open online courses by Ghanaian students
By Arkorful, Valentina
The study examined how the perceived level of students' knowledge on Massive Open Online Courses (MOOCs) influence its use. The study utilizes the use of Innovation Diffusion Theory and Technology Acceptance Model to examine factors that influence students use of MOOCs within the Ghanaian university. The data was analyzed using the Statistical Package for the Social Sciences. The data was analyzed using Structural Equation Modeling (SEM-Amos). The findings showed perceived usefulness, perceived ease of use MOOCs as well as perceived compatibility and observability positively affect students use of MOOCs systems. However, the perceived complexity of use negatively affects students use of MOOCs systems. The findings further validate students' motive to use the MOOCs systems for learning. Students' attitudes toward using MOOCs systems and behavioral intentions to use MOOCs systems are heavily influenced by technology and resource availability. When technology tools are available, students' intents to use them in their studies.
CHALLENGES OF ONLINE INSTRUCTION AND INFORMATION TECHNOLOGY INTEGRATION IN COVID-19 PANDEMIC: PERSPECTIVES OF ACADEMIC STAFF IN GHANAIAN UNIVERSITIES
By Nyagorme, Paul
Information and Communication Technology (ICT) integration is essential, especially after the COVID-19 pandemic. While the need for ICT integration in today???s pedagogical activities is inevitable, online instruction in Ghanaian higher education is still challenging. Referring to the pressing need for ICT integration and online instructions amid COVID-19, we assess the challenges academic staff in Ghanaian universities encounter concerning online instructions and ICT integration into pedagogical activities. We conducted a cross-sectional survey with 628 (response rate of 83.1%, N= 522) academic staff from two universities. Results reveal that instructors/lecturers??? challenges (inadequate ICT infrastructure and lack of stable electric power) and institutional challenges (lack of consistent practice and limited technical assistance) predominantly affects online instructions and ICT integration. The implication drawn from our findings is that the challenges of online instruction and ICT integration in Ghanaian universities are interrelated. We recommend that stakeholders and policy makers in Ghanaian universities should endeavour to provide holistic solutions rather than solving the identified challenges in isolation.
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