Abstract
Purpose: This study explored students’ perspective of using emotion-aware Vertual Learning Environment (VLE) in Malaysia’s higher education institutions. The purpose is to investigate the relationships among dimensions of Technology Readiness Index (TRI), attitude, intention to use VLE, and lecturer interaction. The outcomes concerned the emotions involved in the educational process of Malaysia’s higher education institutions. Methodology: Quantitative data were collected via an online survey from 260 students. An empirical analysis was then conducted using structural equation modelling (Smart PLS) in two phases: (1) examining the direct effect of students’ attitude on VLE adoption intention and (2) examining the indirect effect of constructs using lecturer interaction as a mediator. Findings: The findings revealed a significant mediating role of lecturer interaction on the relationship between attitude and intention to use VLE across the student cohort. Inhibitors, such as insecurity and discomfort, were less significant in affecting students’ attitude towards emotion-aware VLE. The results indicate that students are motivated to use VLE when lecturers understand their emotions and react accordingly. Significance: This is one of the studies pertaining to emotions in VLE and lecturer interaction in higher education institutions. The results facilitate an understanding of the pedagogical role of lecturer interaction as a practical learning motivation. It is of particular interest to curriculum and e-learning stakeholders looking to improve students’ interactions with the VLE systems. Apart from extending the current literature, this study has significant practical implications for education management in higher learning institutions.
Highlights
This study investigated the acceptance of emotion-aware Virtual Learning Environment (VLE) with and without lecturer interaction to evaluate the significance of lecturer interaction as a mediator to incentivise students to engage more in VLE
The intelligent VLE compensates for the missing face-to-face interaction in an online environment by delivering emotions, while assisting students who remain reluctant in showing emotions in face-to-face interactions
To bridge the gaps in the body of knowledge, this paper examined the associations amongst dimensions of Technology Readiness Index (TRI), attitude, intention to use, and lecturer interaction
Summary
Students’ emotions play an essential role in education (Arguedas et al, 2016; Artino Jr., 2012; Feidakis, 2016; Feidakis et al, 2014; Feidakis et al, 2011; Gómez-Díaz et al, 2017; Harley et al, 2015; Lehman et al, 2012; Marchand & Gutierrez, 2012; Petrovica et al, 2017). A vision by Horizon 2020 ICT programme of the European Commission serves to make e-learning an emotion-aware form of instruction in the future (Caballé, 2015) as currently, e-learning systems are regarded as suffering from “emotional illiteracy” (Caballé, 2015; Feidakis, 2016; Feidakis et al, 2014; Tian et al, 2014) Technologies such as facial expression analysis, electrodermal activation measurement devices, and self-report measures facilitate the process of emotion-capturing in virtual learning environments (Feidakis, 2016; Feidakis et al, 2014; Harley, 2015), none of the strategies have recommended integrating such features into VLE systems (Caballé, 2015). This study explored students’ perspective towards this type of smart learning environment that is aware of their emotions
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