References
- Abdullah, F., & Ward, R. (2016). Developing a general extended technology acceptance model for e-learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238–256. https://doi.org/10.1016/j.chb.2015.11.036
- Aitchison, M., Ragsdale, E., Pennington, L., Hayes, O., Alquiey, N., Tan, S., … Steenbergh, T. (2015). Online video learning. The Butler University undergraduate research conference, Indianapolis, IN.
- Al-Aulamie, A., Mansour, A., Daly, H., & Adjei, O. (2012). The effect of interinsic motivation on learners’ behavioural intention to use e-learning systems. Proceedings of the International Conference on Information Technology Based Higher Education and Training (ITHET), 1–4. https://doi.org/10.1109/ITHET.2012.6246057
- Alvarado, N. C., Coelho, D., & Dougherty, E. (2016). Mobile apps for ELLs: Supporting language learning with engaging digital tools. Argentinian Journal of Applied Linguistics, 4(1), 43–58. http://www.faapi.org.ar/ajal/issues/401/AJALVol4(1).pdf#page=44
- Baker, A. (2016). Active learning with interactive videos: Creating student-guided learning materials. Journal of Library & Information Services in Distance Learning, 10(3–4), 79–87. https://doi.org/10.1080/1533290X.2016.1206776
- Baker, K. (2016, October 16). Blending active reading & conversations with EDpuzzle. http://kbakerbyodlit.blogspot.tw/2016/10/blending-active-reading-conversations.html
- Bakla, A. (2017). Interactive videos in foreign language instruction: A new gadget in your toolbox. Mersin University Journal of the Faculty of Education, 13(1), 124–137. https://doi.org/10.17860/mersinefd.305769
- Balog, A., & Pribeanu, C. (2010). The role of perceived enjoyment in the students’ acceptance of an augmented reality teaching platform: A structural equation modelling approach. Studies in Informatics and Control, 19(3), 319–330. https://doi.org/10.24846/v19i3y201011
- Cabada, R. Z., Estrada, M. L. B., Hernández, F. G., Bustillos, R. O., & Reyes-García, C. A. (2017). An affective and Web 3.0-based learning environment for a programming language. Telematics and Informatics, 35(3), 611–628. https://doi.org/10.1016/j.tele.2017.03.005
- Carr‐Chellman, A., & Duchastel, P. (2000). The ideal online course. British Journal of Educational Technology, 31(3), 229–241. https://doi.org/10.1111/1467-8535.00154
- Chang, C.-K. (2010). Acceptability of an asynchronous learning forum on mobile devices. Behaviour & Information Technology, 29(1), 23–33. https://doi.org/10.1080/01449290701806337
- Chang, C.-T., Hajiyev, J., & Su, C.-R. (2017). Examining the students’ behavioral intention to use e-learning in Azerbaijan? The general extended technology acceptance model for e-learning approach. Computers & Education, 111, 128–143. https://doi.org/10.1016/j.compedu.2017.04.010
- Charles, W., & Sibley, J. (2011). Streaming media delivery in higher education: Methods and outcomes (1st ed.). IGI Global.
- Chen, Y.-C., Lin, Y.-C., Yeh, R.-C., & Lou, S.-J. (2013). Examining factors affecting college students’ intention to use web-based instruction systems: Towards an integrated model. The Turkish Online Journal of Educational Technology, 12(2), 111–121. http://www.tojet.net/articles/v12i2/12211.pdf
- Cheng, Y.-M., Lou, S.-J., Kuo, S.-H., & Shih, R.-C. (2013). Investigating elementary school students’ technology acceptance by applying digital game-based learning to environmental education. Australasian Journal of Educational Technology, 29(1), 96–110. https://doi.org/10.14742/ajet.65
- Cherrett, T., Wills, G., Price, J., Maynard, S., & Dror, I. E. (2009). Making training more cognitively effective: Making videos interactive. British Journal of Educational Technology, 40(6), 1124–1134. https://doi.org/10.1111/j.1467-8535.2009.00985.x
- Chin, W. W., & Newsted, P. R. (1999). Structural equation modeling analysis with small samples using partial least squares. Statistical Strategies for Small Sample Research, 1(1), 307–341.
- Chow, M., Herold, D. K., Choo, T.-M., & Chan, K. (2012). Extending the technology acceptance model to explore the intention to use Second Life for enhancing healthcare education. Computers & Education, 59(4), 1136–1144. https://doi.org/10.1016/j.compedu.2012.05.011
- Cohen, J. (1994). The earth is round (P-less-than.05). American Psychologist, 49(12), 997–1003. https://doi.org/10.1037//0003-066X.49.12.997
- Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
- Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111–1132. https://doi.org/10.1111/j.1559-1816.1992.tb00945.x
- Giannakos, M. N., Chorianopoulos, K., & Chrisochoides, N. (2015). Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course. The International Review of Research in Open and Distributed Learning, 16(1), 260–283. https://doi.org/10.19173/irrodl.v16i1.1976
- Graham, K. (2016). TechMatters: Let’s get interactive, (videos that is), with EdPuzzle and Vialogues. LOEX Quarterly, 43(1), 4–6. https://commons.emich.edu/loexquarterly/vol43/iss1/3
- Guo, Y. R., Goh, D. H.-L., Luyt, B., Sin, S.-C. J., & Ang, R. P. (2015). The effectiveness and acceptance of an affective information literacy tutorial. Computers & Education, 87, 368–384. https://doi.org/10.1016/j.compedu.2015.07.015
- Ha, I., Yoon, Y., & Choi, M. (2007). Determinants of adoption of mobile games under mobile broadband wireless access environment. Information & Management, 44(3), 276–286. https://doi.org/10.1016/j.im.2007.01.001
- Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate data analysis (6th ed.). Prentice Hall.
- Hair, J. F., Jr, & Hult, G. T. M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage Publications.
- Hsiao, K. (2013). Android smartphone adoption and intention to pay for mobile internet: Perspectives from software, hardware, design, and value. Library Hi Tech, 31(2), 216–235. https://doi.org/10.1108/07378831311329022
- Hsieh, J. S. C., Huang, Y.-M., & Wu, W.-C. V. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178–190. https://doi.org/10.1016/j.chb.2016.12.066
- Huang, T. K. (2015). Exploring the antecedents of screenshot-based interactions in the context of advanced computer software learning. Computers & Education, 80, 95–107. https://doi.org/10.1016/j.compedu.2014.08.011
- Huang, Y.-M. (2016). The factors that predispose students to continuously use cloud services: Social and technological perspectives. Computers & Education, 97, 86–96. https://doi.org/10.1016/j.compedu.2016.02.016
- Ifinedo, P., Pyke, J., & Anwar, A. (2018). Business undergraduates’ perceived use outcomes of Moodle in a blended learning environment: The roles of usability factors and external support. Telematics and Informatics, 35(1), 93–102. https://doi.org/10.1016/j.tele.2017.10.00
- Iglesias-Pradas, S., Hernández-García, Á., & Fernández-Cardador, P. (2014). How socially derived characteristics of technology shape the adoption of corporate Web 2.0 tools for collaboration. Service Business, 8(3), 465–478. https://doi.org/10.1007/s11628-014-0250-1
- Kim, S., Kim, H. C., & Han, S. K. (2013). A development of learning widget on m-learning and e-learning environments. Behaviour & Information Technology, 32(2), 190–202. https://doi.org/10.1080/0144929X.2011.605907
- Kleftodimos, A., & Evangelidis, G. (2016). Using open source technologies and open internet resources for building an interactive video based learning environment that supports learning analytics. Smart Learning Environments, 3(1), 1–23. https://doi.org/10.1186/s40561-016-0032-4
- Lee, M.-C. (2010). Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation model. Computers & Education, 54(2), 506–516. https://doi.org/10.1016/j.compedu.2009.09.002
- Leng, G. S., Lada, S., Muhammad, M. Z., Ibrahim, A. A. H. A., & Amboala, T. (2011). An exploration of social networking sites (SNS) adoption in Malaysia using technology acceptance model (TAM), theory of planned behavior (TPB) and intrinsic motivation. Journal of Internet Banking and Commerce, 16(2), 1–27. http://umkeprints.umk.edu.my/506/
- Liaw, -S.-S., & Huang, H.-M. (2011). A study of investigating learners attitudes toward e-learning. Proceedings of the 5th International Conference on Distance Learning and Education, 12, 28–32. http://www.ipcsit.com/vol12/6-ICDLE2011E0014.pdf
- Lin, K.-M. (2011). E-Learning continuance intention: Moderating effects of user e-learning experience. Computers & Education, 56(2), 515–526. https://doi.org/10.1016/j.compedu.2010.09.017
- Liu, C.-H., & Huang, Y.-M. (2015). An empirical investigation of computer simulation technology acceptance to explore the factors that affect user intention. Universal Access in the Information Society, 14(3), 449–457. https://doi.org/10.1007/s10209-015-0402-7
- López-Bonilla, L. M., & López-Bonilla, J. M. (2017). Explaining the discrepancy in the mediating role of attitude in the TAM. British Journal of Educational Technology, 48(4), 940–949. https://doi.org/10.1111/bjet.12465
- Lu, Y., Zhou, T., & Wang, B. (2009). Exploring Chinese users’ acceptance of instant messaging using the theory of planned behavior, the technology acceptance model, and the flow theory. Computers in Human Behavior, 25(1), 29–39. https://doi.org/10.1016/j.chb.2008.06.002
- Martínez-Torres, M. R., Toral Marín, S. L., Barrero García, F., Gallardo Vázquez, S., Arias Oliva, M., & Torres, T. (2008). A technological acceptance of e-learning tools used in practical and laboratory teaching, according to the European higher education area. Behaviour & Information Technology, 27(6), 495–505. https://doi.org/10.1080/01449290600958965
- Matthes, K., Gades, P., Krenz, S., & Friedrich, P. (2017). Engaging student learning with interactive videos. University of Minnesota Morris. http://digitalcommons.morris.umn.edu/innovate/innovate2017/tuesday/5/
- Mellor, D., & Moore, K. A. (2014). The use of Likert scales with children. Journal of Pediatric Psychology, 39(3), 369–379. https://doi.org/10.1093/jpepsy/jst079
- Montrieux, H., Courtois, C., DeGrove, F., Raes, A., Schellens, T., & DeMarez, L. (2013). Mobile learning in secondary education: Perceptions and acceptance of tablets of teachers and pupils. In Proceedings of international conference mobile learning 2013 (pp. 204–208). Lisbon, Portugal.
- Moon, J.-W., & Kim, Y.-G. (2001). Extending the TAM for a World-Wide-Web context. Information & Management, 38(4), 217–230. https://doi.org/10.1016/S0378-7206(00)00061-6
- Moreno, V., Cavazotte, F., & Alves, I. (2017). Explaining university students’ effective use of e-learning platforms. British Journal of Educational Technology, 48(4), 995–1009. https://doi.org/10.1111/bjet.12469
- Mu, H., & Paparas, D. (2016). Ready for the flipped classroom? Preliminary experiences of the new approach in teaching economics to non-major students. Applied Economics and Finance, 3(2), 45–53. https://doi.org/10.11114/aef.v3i2.1288
- Park, E., Baek, S., Ohm, J., & Chang, H. J. (2014). Determinants of player acceptance of mobile social network games: An application of extended technology acceptance model. Telematics and Informatics, 31(1), 3–15. https://doi.org/10.1016/j.tele.2013.07.001
- Phillips, S. R., & Silverman, S. (2015). Upper elementary school student attitudes toward physical education. Journal of Teaching in Physical Education, 34(3), 461–473. https://doi.org/10.1123/jtpe.2014-0022
- Ringle, C. M., Wende, S., & Becker, J.-M. (2015). SmartPLS 3. SmartPLS. http://www.smartpls.com
- Rose, E., Claudius, I., Tabatabai, R., Kearl, L., Behar, S., & Jhun, P. (2016). The flipped classroom in emergency medicine using online videos with interpolated questions. The Journal of Emergency Medicine, 51(3), 284–291. https://doi.org/10.1016/j.jemermed.2016.05.033
- Sahin, A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a college calculus course: A Case study. Journal of Educational Technology & Society, 18(3), 142. https://www.jstor.org/stable/pdf/jeductechsoci.18.3.142.pdf
- Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14(3), 293–305. https://doi.org/10.1016/j.learninstruc.2004.06.005
- Shen, -C.-C., & Chuang, H.-M. (2010). Exploring users’ attitudes and intentions toward the interactive whiteboard technology environment. International Review on Computers and Software, 5(2), 200–208. http://andyrunyan.pbworks.com/w/file/fetch/55409229/Users'%20Attitudes%20toward%20IWB's.p
- Shih, B.-Y., Shih, C.-H., Li, -C.-C., Chen, T.-H., Chen, Y.-H., & Chen, C.-Y. (2011). Elementary school students acceptance of Lego NXT: The technology acceptance model, a preliminary investigation. International Journal of Physical Sciences, 6(22), 5054–5063. https://doi.org/10.5897/IJPS11.708
- Shin, D.-H. (2013). Defining sociability and social presence in Social TV. Computers in Human Behavior, 29(3), 939–947. https://doi.org/10.1016/j.chb.2012.07.006
- Subramaniam, P. R., & Silverman, S. (2007). Middle school students’ attitudes toward physical education. Teaching and Teacher Education, 23(5), 602–611. https://doi.org/10.1016/j.tate.2007.02.003
- Tao, Y.-H., Cheng, C.-J., & Sun, S.-Y. (2009). What influences college students to continue using business simulation games? The Taiwan experience. Computers & Education, 53(3), 929–939. https://doi.org/10.1016/j.compedu.2009.05.009
- Tao, Y.-H., Cheng, C.-J., & Sun, S.-Y. (2012). Alignment of teacher and student perceptions on the continued use of business simulation games. Journal of Educational Technology & Society, 15(3), 177–189. https://www.jstor.org/stable/pdf/jeductechsoci.15.3.177.pdf
- Tripathi, S. (2014). Factors influencing the technology acceptance of social media in india: A literature review and research agenda for future. Advances in Computer Science and Information Technology, 1(2), 43–47. https://www.krishisanskriti.org/vol_image/02Jul201510073011%20%20Shailja%20Agnihotri%20%20%20%2043-47.pdf
- van der Heijden, H. (2003). Factors influencing the usage of websites: The case of a generic portal in the Netherlands. Information & Management, 40(6), 541–549. https://doi.org/10.1016/S0378-7206(02)00079-4
- Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
- Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
- Verliefde, N., Stevens, L., Haenens, B. D., Vermeyen, A., Kaat, R., De Gendt, M., Caelenberg, C. V., Stifkens, K., Rampelberg, S. V., Neijens, T., & Bossche, J. V. D. (2011). Comparing the efficiency and effectiveness of different learning media designs for the preparation of skills training in a blended learning context. In Proceedings of EDULEARN11 conference (pp. 4435–4444). Barcelona, Spain: IATED.
- Wachtler, J., & Ebner, M. (2017). On using interactivity to monitor the attendance of students at learning-videos. In J. Johnston (Ed.), Proceedings of the EdMedia: World conference on educational media and technology (pp.356–366). Washington D.C.: Association for the Advancement of Computing in Education (AACE).
- Wachtler, J., Hubmann, M., Zöhrer, H., & Ebner, M. (2016). An analysis of the use and effect of questions in interactive learning-videos. Smart Learning Environments, 3(1), 13. https://doi.org/10.1186/s40561-016-0033-3
- Wu, B., & Zhang, C. (2014). Empirical study on continuance intentions towards E-Learning 2.0 systems. Behaviour & Information Technology, 33(10), 1027–1038. https://doi.org/10.1080/0144929X.2014.934291
- Wu, M.-H. (2017). Effects of digital technology use on parent-child relationships for elementary school students [Unpublished master’s thesis]. Da-Ya University.