Abstract
AbstractLately, there has been an increasing trend of using audio and video content on different online platforms. This trend of incorporation of audio and video content in online interaction was specifically beneficial for teachers and students who experienced better teaching and learning owing to the audio and visual data that offered them a richer interactive environment. The educational domain was positively affected by this practice. It is important to note that there is a dearth of empirical studies that use a conceptual model based on the factor of acceptance to offer insight into the acceptance of this video and audio content. Fortunately, this dearth in literature has been addressed by the current study that contributes in exploring the factors like speed and vividness, perceived concentration, perceived ease of use, perceived usefulness and sheds light on the impact of these factors on the acceptance of audio-video material. This study used the survey method for data collection and subsequently evaluated the research model. The Partial least squares-structural equation modelling (PLS-SEM) and machine learning models were used for this study. The study used a conceptual model to reveal the intentions of the students for the incorporation of audio-visual content on online platforms. The acceptance of technology by students was investigated concerning TAM constructs as well as the predictors like perceived concentration, speed, and vividness. Lastly, the study suggested theoretical and practical implications in the recommendations section. The recommendations were specifically associated with technology users, designers, and change managers.KeywordsAudio and video contentMachine learningStructural equation modellingTechnology Acceptance Model
Published Version
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