Abstract
Although prior research has reported positive effects of concept mapping on teaching and learning in various education contexts, in China many students are still reluctant to accept concept mapping technologies. Therefore, education researchers require a better understanding of why learners resist or accept concept maps. In this study, we are particularly interested in proposing and evaluating a model of learner’s attitude towards concept map usage in the context of undergraduate discrete mathematics education based on Technology Acceptance Model. The proposed model is evaluated by a field study with 23 undergraduate students in a famous university in China. Data analysis results using Partial Least Squares generally support our model. Perceived usefulness, perceived enjoyment and perceived ease of use are identified as key predictors of students’ attitude towards concept map usage. Perceived ease of use regarding concept maps performs relatively poorer than perceived usefulness and perceived enjoyment in our field study. The dual utilitarian and hedonic characteristics of concept maps have been emphasized to improve future concept map research and practice.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
