Enhancing Learning Experience: Engineering Students’ Views on Google Classroom and Academic Achievement

Salah Zogheib
Journal of Information Technology Education: Research  •  Volume 23  •  2024  •  pp. 012

This study aims to explore factors influencing engineering students’ acceptance of the Google Classroom platform in communication skills courses to ensure more active engagement and better performance.

In response to the underutilization and hesitancy in adopting educational technologies, this study investigates the factors influencing engineering students’ acceptance of Google Classroom in a Middle Eastern university. Despite the potential benefits of such technologies, their integration faces challenges due to cultural factors and resistance from educators and students alike.

The study utilized a Technology Acceptance Model-based questionnaire distributed via Google Forms to 140 engineering students to analyze the acceptance of Google Classroom. Data analysis was conducted using structural equation modeling with Smart PLS, focusing on critical constructs like ease of use and perceived usefulness. Limitations due to the sample size and single-institution scope are acknowledged, which may affect the generalizability of the findings.

This study outlines practical steps for educators to enhance learning by fostering a user-friendly environment and supporting student proficiency with technology. It highlights the importance of policies encouraging educational technology adoption and urges developers to focus on user-centered features. Additionally, the study calls for collaboration among educators, policymakers, and developers to create engaging and compelling learning experiences.

Findings unveil the significant impact of user satisfaction on perceived ease of use and usefulness, subsequently influencing attitudes. Furthermore, the study identifies the substantial influence of subjective norms and attitudes on intentions and the consequential impact of intentions on self-perception of academic success.

The study advocates for educators to cultivate a motivating environment that fosters active engagement with the Google Classroom platform by raising students’ satisfaction and positive attitudes.

The study encourages further investigation into the long-term effects of technology integration on students’ academic performance and learning outcomes and exploration of additional variables or moderators that may influence technology acceptance in educational settings.

By understanding the factors influencing engineering students’ acceptance of Google Classroom, educators can better integrate technology into communication skills courses, potentially improving student engagement and academic performance and preparing students for success in a technologically driven society.

Longitudinal studies tracking students’ technology adoption patterns over time would also contribute to understanding the sustained impact of technology integration on educational practices and outcomes.

TAM, Google Classroom, communication skills, academic success
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