Determining students’ behavioural intention to use animation and storytelling applying the UTAUT model: The moderating roles of gender and experience level

  • Norbayah Mohd Suki, Norazah Mohd Suki
  • The International Journal of Management Education, November 2017, Elsevier
  • DOI: 10.1016/j.ijme.2017.10.002

Use animation and storytelling applying the UTAUT model

Photo by JOSHUA COLEMAN on Unsplash

Photo by JOSHUA COLEMAN on Unsplash

What is it about?

This study aims to examine the determinants of students' behavioural intention to use animation and storytelling by applying the Unified Theory of Acceptance and Use of Technology model as a guiding principle. In addition, the moderating effects of both gender and level of experience with animation and storytelling on these relationships are also inspected.

Why is it important?

Findings using the Partial Least Square-Structural Equation Modelling (PLS-SEM) approach reveal that performance expectancy featured as the most prevailing determinant of students' behavioural intention to use animation and storytelling within lessons. What's more, the relative influence in this respect was higher among females, and those groups of students who were more experienced in the use of animation and storytelling, than their counterparts. The findings suggest that university managements and academics of business schools should recognise the use of animation and storytelling as an effective and efficient educational approach, and actively embed this strategy within lessons in order to produce business students who are more creative in their communication of stories, ideas and concepts with peer groups both inside the classroom, and when using other learning media such as online videos.

Perspectives

Professor Dr Norazah Mohd Suki
Universiti Utara Malaysia

Findings using the Partial Least Square-Structural Equation Modelling (PLS-SEM) approach reveal that performance expectancy featured as the most prevailing determinant of students' behavioural intention to use animation and storytelling within lessons. What's more, the relative influence in this respect was higher among females, and those groups of students who were more experienced in the use of animation and storytelling, than their counterparts. The findings suggest that university managements and academics of business schools should recognise the use of animation and storytelling as an effective and efficient educational approach, and actively embed this strategy within lessons in order to produce business students who are more creative in their communication of stories, ideas and concepts with peer groups both inside the classroom, and when using other learning media such as online videos.

Read Publication

http://dx.doi.org/10.1016/j.ijme.2017.10.002

The following have contributed to this page: Professor Dr Norazah Mohd Suki and Assoc. Prof. Dr. Norbayah Mohd Suki