scispace - formally typeset
Search or ask a question
JournalISSN: 2197-9995

Journal of computers in education 

Springer Science+Business Media
About: Journal of computers in education is an academic journal published by Springer Science+Business Media. The journal publishes majorly in the area(s): Computer science & Psychology. It has an ISSN identifier of 2197-9995. Over the lifetime, 70 publications have been published receiving 164 citations. The journal is also known as: JCE.

Papers published on a yearly basis

Papers
More filters
Journal ArticleDOI
TL;DR: In this article , a bibliometric analysis of 12,272 publications between 2015 and 2020 from the WoS database was conducted to identify the most influential authors, universities, countries, and reference papers; to know the research topics on which researchers have been working, and to examine African contribution in the field.
Abstract: This study aims to comprehensively examine the e-learning research field by conducting a bibliometric analysis of 12,272 publications between 2015 and 2020 from the WoS database. The study aims to highlight collaborations between authors, universities, and countries in the field, to identify the most influential authors, universities, countries, and reference papers; to know the research topics on which researchers have been working in recent years, and to examine African contribution in the field. The findings showed that the USA, Spain, England, and China are the most productive countries on e-learning. A. Tarhini is the most influential author, and e-Learning researchers host Universities are mainly from the UK, USA, and China. Computers in Human Behavior, Computers & Education, and International Journal of Emerging Technologies in Learning are the most represented journals; Islamic Azad University, Universidade Nova de Lisboa, and King Abdulaziz University are the most influential universities. The analysis shows that the collaboration between authors, universities, and countries working on e-learning is low, and COVID-19 has a significant impact on e-learning. African contribution and research on e-learning and its security are feeble.

18 citations

Journal ArticleDOI
TL;DR: In this paper , the authors evaluated the adoption or acceptability of the metaverse system in education from the viewpoint of information systems (IS) theories/models and provided a thorough pointer that might help the scholars to carry out additional research in metaverse acceptance.
Abstract: The evaluation of information systems (IS) models, which are employed to research the adoption or acceptance of metaverse systems, is thought to be a subject of major significance. Studying the adoption or acceptability of the metaverse system is not a recent study area, and many academics have taken on the task. We should be acquainted with the leading IS models used in this study trend to assess these models and give academics a comprehensive understanding of this study trend. The primary goal of this research, in contrast to previous reviews, is to systematically evaluate the metaverse research in education from the viewpoint of IS theories/models to offer a thorough pointer that might help the scholars to carry out additional research in metaverse acceptance. A total of 41 research that was published between 2011 and 2022 were examined in the present systematic review. The main study results showed that the Technology Acceptance Model (TAM) is recognized as the most widely used model in forecasting people’s intentions to uphold the metaverse system. Furthermore, it was discovered that SmartPLS (PLS-SEM) is a typical tool for validating metaverse models. In addition, the key research purpose covered in the bulk of the reviewed research is to study how students adopt or accept the metaverse system and the technology that supports it. Additionally, most of the research that was gathered was done in China, Taiwan, and the USA, accordingly. Additionally, in most of the evaluated research, it was discovered that university students were the primary respondents concerning data acquisition. These findings are anticipated to significantly improve both our comprehension of metaverse system study and the utilization of IS models.

13 citations

Journal ArticleDOI
TL;DR: In this article , the authors investigated teachers' acceptance toward cloud-based learning technology, in particular, for Microsoft 365 that currently being used massively in facilitating the educational process in Indonesia.
Abstract: Cloud-based learning technologies play a central role in ensuring that learning and teaching practice can be conducted properly in the Covid-19 pandemic era. Although such technologies are advanced in mediating educational practice, the teacher’s acceptance toward the technology is usually far less to be understandable. This research aimed to investigate teachers’ acceptance toward cloud-based learning technology, in particular, for Microsoft 365 that currently being used massively in facilitating the educational process in Indonesia. In terms of theoretical framework, Technology Acceptance Model was employed with the inclusion of two original constructs, i.e., perceived usefulness (PU), perceived ease of use (PEU), and two extensive variables, i.e., perceived risk (PR) and social influence (SI) that will predict teacher’s intention to use the cloud-based learning technology during the Covid-19 pandemic. We collected data from teachers as research participants (N = 75) using the online survey method and employed Structured Equation Modeling (SEM) using SmartPLS for quantitative data analysis. The result revealed significant relationship among factors affecting the use of the technology, except for PU (path coefficient = 0.120, p value = 0.415) and PEU (path coefficient = 0.224, p value = 0.147). Regarding this interesting result, we add final reflections and recommendations for future lines of works.

11 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202329
202244