Abstract
This study uses the Theory of Reasoned Action (TRA) model combined with risk perception variables to examine the intention to study using Zoom during the SARS-CoV-2 pandemic. All assumptions are confirmed by the TRA model 's conventional, independent variables affecting the intention to test using Zoom. However, the results of this study differ from expectations. The security risk perception has the lowest impact on the intention to adopt Zoom. The two key determinants of using Zoom for teaching and studying are attitude and subjective norms. Moreover, COVID-19 risk perception has a remarkable influence on the target variables. Thus, the combination of the TRA model and risk perception factors is a very good choice to assess the factors affecting the intention to adopt Zoom as an educational learning tool.
Highlights
Pandemic coronavirus disease 2019 (COVID-19), caused by the extreme acute respiratory coronavirus 2 syndrome (SARS-CoV-2), has spread to 210 countries around the world, with millions of infected patients and hundreds of thousands of deaths [1]
We evaluated our model by using datasets regarding the intention to study using the Zoom system during the SARS-CoV-2 pandemic
The main purpose of the current study is to use the traditional Theory of Reasoned Action (TRA) model combined with risk perception variables to evaluate the intention of using Zoom of students during the SARS-CoV-2 pandemic
Summary
Pandemic coronavirus disease 2019 (COVID-19), caused by the extreme acute respiratory coronavirus 2 syndrome (SARS-CoV-2), has spread to 210 countries around the world, with millions of infected patients and hundreds of thousands of deaths [1]. Universities and educational institutions in countries affected by SARS-CoV-2 have been closed to prevent large gatherings and, help stop the spread of the disease. The data from UNESCO [2] published on April 13th, 2020 revealed that 91,3% (equivalent to 1,576,021,818 people) of students in 188 countries worldwide have been affected by the closing of educational institutions. Educational institutions have had to find online learning solutions for courses, examinations, and even scientific research. The question for educational managers is what tools they should use to make online teaching safe and effective for both teachers and learners. According to Store [3], 500,000 educational apps have been created and used for teaching and iJET ‒ Vol 15, No 21, 2020
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