EXAMINING THE ROLE OF ASPIRATION IN IMPROVING PURCHASE INTENTION OF SCHOOL BOOKS

The objective of this study is to explore the consumer behaviour specially in context of what role does aspiration play in purchase of school books. Detailed research carried out implementing mixed method approach and survey to examine the intricated relationships among constructs. While during these COVID times, certain governments are encouraging use of technology, other are concerned about the potential threats it poses to the health of the students. In this study, we scan through the available published papers to understand as to what pushes the sale of an eBooks viz a viz print books. And then we tend to understand as to what will be those factors that will impact the purchase intention of the consumer for school books. We further study to validate our survey findings. The constructs identified from the study may provide significant insights to marketers to define and operationalise different strategies specially for the sales of school books. © 2022. Journal of Content, Community and Communication. All Rights Reserved.

Analyzing the Role of User Experience for Continued Usage on The Internet of Medical Things

Covid-19 has thrown a lot of challenges to address the gaps in our existing healthcare ecosystem, especially in the remote areas, where providing quality healthcare services is a challenge. Digital healthcare or the internet of medical things(IOMD) is viewed as a new age weapon to provide healthcare services to the masses at an affordable price. One such way is by connecting the end-user with physicians through mobile applications or devices, however, this demands thorough research and validation to understand the underlying needs of the users and physicians interacting in this connected eco-system Through this study, we intend to probe and analyze the role of user interaction and user experience (UI/UX) in discovering the features and services provided through connected devices and mobile applications and their subsequent usage over a prolonged period of time. This study aims to present a theoretical framework utilizing the UTAUT-2 framework to hypnotize the identified problem statement. © The Electrochemical Society

E-learning adoption by undergraduate architecture students: facilitators and inhibitors

Purpose: This study identifies the facilitators and inhibitors for the adoption of e-learning for the undergraduate students of architecture. Nine constructs are identified as facilitators and five constructs are identified as inhibitors to the adoption of online learning systems in the context of the study. These constructs were used to propose a research model. Design/methodology/approach: 596 architecture undergraduates responded to a structured questionnaire. The questionnaire was finalized after a pilot study and included standard scale items drawn from previous studies. An exploratory factor analysis was followed by structural equation modeling (SEM) to test the proposed model. Findings: All the identified facilitators emerged significant except social influence and price value. Furthermore, technology risk emerged insignificant while all other inhibitors had significant impact on Behavioral Intention to adopt e-learning. Research limitations/implications: The study has strong implications in academia as HEIs in developing countries need to make their students computer proficient, boost the implications of e-learning services by mitigating risks and motivating students to acquire knowledge through flexible e-learning modules. Originality/value: The COVID-19 pandemic forced educational institutions to switch to online modes of learning. For students of architectural programs in a developing country like India, this has been unprecedented and has brought in a new set of challenges and opportunities. With the extension of the pandemic induced lockdown in educational institutions, students – and other stakeholders – have no choice but to adapt to this new normal of dependence on remote learning. © 2021, Emerald Publishing Limited.

Identifying the drivers in the adoption of technology in online teaching, learning and assessment of an undergraduate architectural program

The study aims to examine the behavioral intention (BEI) of faculty members specializing in the field of architecture towards the adoption of online teaching and assessment for architectural courses in architecture schools in the wake of COVID 19. The population targeted for investigation consisted of qualified faculty members duly registered with the Council of Architecture (Statutory Body governing the architectural education system in India) based on their experience in teaching online courses of any kind. The study empirically analyzed and validated performance expectancy (PEX), effort expectancy (EFE), social influence (SOI), facilitating conditions (FCT) and their relationship with Behavioral Intention (BEI) to adopt online teaching and assessment. Data was collected on BEI variables from 102 respondents through online and offline surveys on a five-point Likert scale. The survey questionnaire was developed based on a detailed literature review to identify intentions that guided technology adoption to ensure construct validity. Regression was applied to substantiate multifaceted relationships among constructs. The findings of the study confirmed a significant positive association of PEX, SOI and FCT on BEI, while EFE was insignificant to propel teachers to adopt online teaching. This research will provide an insight into the factors leading to low diffusion and adoption of online teaching and assessment in architectural schools in India. These insights will facilitate universities and educational institutions to focus in the right direction by creating versatile applications along with novel strategies for an effective online teaching-learning outcome. © 2020 IEEE.

Barriers to the Adoption of Technology in Learning and Assessment of Undergraduate Architecture Students

The current study examines the barriers to the adoption of technology in learning and assessment of architectural courses in an architectural programme approved by the Council of Architecture, India. This research identifies and validates five barriers namely technological barriers, interaction barriers, evaluation constraints, time risks, and psychological barriers. Data was collected through a selfadministered and structured questionnaire targeting 311 students pursuing an undergraduate programme in reputable architecture schools of two popular private universities in north India. CFA (Confirmatory Factor Analysis) was applied to calculate validity and composite reliability. To examine the hypothesized relationships, path analysis was carried out using Structural Equation Modelling (SEM). The findings of the paper revealed that the time risk emerged as the strongest barrier followed by the interaction and technology risk respectively. In contrast, evaluation risk had the least influence on the intention to adopt online teaching and assessment and surprisingly, psychological risk had insignificant relationship. This research aims to understand hindrance factors in the adoption and assessment of online learning in the wake of COVID-19. It provides valuable insights for architecture schools to overcome these barriers and adopt online teaching learning effectively. © 2020 IEEE.

A unified perspective on the adoption of online teaching in higher education during the COVID-19 pandemic

Purpose The study aims to develop a theoretical model that highlights the determinants of the adoption of online teaching at the time of the outbreak of COVID-19. This study adopted a time-series analysis to understand the factors leading to the adoption of online teaching. Design/methodology/approach Empirical data were gathered from 222 university faculty members by using an online survey. In the first phase, data were collected from those faculty members who had no experience of conducting online classes but were supposed to adopt online teaching as a result of the COVID-19 pandemic and subsequent lockdown. After two weeks, a slightly modified questionnaire was forwarded to the same group of faculty members, who were conducting online classes to know their perception regarding the adoption and conduct of online teaching. Findings Both the proposed conceptual frameworks were investigated empirically through confirmatory factor analysis and structural equation modeling. Significant differences were found in the perceptions of faculty members regarding before and after conducting classes through online teaching. Originality/value This study contributes to the literature by presenting and validating a theory-driven framework that accentuates the factors influencing online teaching during the outbreak of a pandemic. This research further extends the unified theory of acceptance and use of technology by introducing and validating three new constructs, namely: facilitative leadership, regulatory support and project team capability. Based on the findings, practical insights are provided to universities to facilitate adoption, acceptance and use of online teaching during a health-care emergency leading to campus lockdowns or the imposition of restrictions on the physical movement of people.