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Keywords: The decision to integrate mobile cloud computing (MCC) in education without determining optimal use sce-
Information management narios is a universal problem as the adoption of such services becomes widespread. Accordingly, this study
Cloud computing developed and validated a predictive model that explains the role of students' information management (i.e.
Artificial intelligence retrieve, store, share, and apply) practices in predicting their attitudes toward using the MCC services for
Machine learning
educational purposes. This study validated the model by the complementary use of machine learning algorithms
alongside a classical SEM-based approach based on data collected from 308 undergraduate students. The SEM
results indicated that the students' information management (i.e. retrieve, store, share, and apply) practices were
significantly associated with their attitudes, which were significantly associated with the behavioral intentions.
The structural model explained a significant portion of the variance in the behavioral intentions. Likewise, the
classifier model suggested that the students’ information management practices and attitudes predicted the
behavioral intentions. Further, the applied algorithms predicted the behavioral intentions with an accuracy of
more than 72% in most cases. Thereby, the study extended an original theory (TRA) into the MCC area by using a
multi-analytical approach. The findings implied that employing the MCC services for personal information
management should be supported and encouraged in the higher education by designing authentic learning
environments and scaffolding the students in using such services.
https://doi.org/10.1016/j.chb.2018.09.005
Received 20 January 2018; Received in revised form 16 August 2018; Accepted 10 September 2018
Available online 11 September 2018
0747-5632/ © 2018 Elsevier Ltd. All rights reserved.
I. Arpaci Computers in Human Behavior 90 (2019) 181–187
applications allow them to share information with peers. More im- 3. Theoretical background
portantly, the integrated technologies enable them to use information
stored in the MCC services in problem solving and decision-making. Most of the studies reviewed applied or extended a theory such as
Considering the extensive use of mobile devices such as smartphones, TAM (Davis, 1989) or UTAUT (Venkatesh, Morris, Davis, & Davis,
tablets, and smartwatches by undergraduate students, it is important to 2003) by conducting an explanatory statistical analysis. However, such
find creative ways for an effective integration of these technologies into an approach has two main limitations. First, each theory was developed
the higher education. Such an integration may enable students to learn and tested for a specific domain, and therefore, may not work well in
by using the technologies, which they are familiar and confident with, other domains or areas. Thus, this study extended the original “Theory
and highly motivated to use. It is important to note that providing an of Reasoned Action” (TRA) with additional constructs to better explain
effective management of personal information through information the research context. Second, previous studies pointed out statistical
retrieval, access, storage, sharing, and application is one of the main limitations of the technology adoption studies and emphasized the
advantages of the MCC services. However, the decision to integrate the importance of employing a multi-analytical approach by combining
MCC in educational settings without determining optimal use scenarios predictive analytics and causal explanatory statistical analysis to vali-
is a universal problem as the adoption of such services becomes wide- date a predictive model (Sharma et al., 2016; Sharma, Joshi, & Sharma,
spread. Thus, this study investigated adoption of the MCC among un- 2016; Tan, Ooi, Leong, & Lin, 2014). The study therefore tested the
dergraduate students by focusing on the use of these services for per- research model by using both the classical SEM approach and artificial
sonal information management. intelligence techniques (i.e. machine learning). The study employed the
SEM approach to understand causal relationships and the (com-
2. Literature review plementary) study applied the machine learning algorithms to predict
the behavioral intentions based on the proposed constructs. Further,
The MCC is a recent research area and there are numerous studies this study approaches the MCC adoption from an information man-
on the adoption of the MCC at the both organizational and individual agement perspective. The fact that providing an effective information
level. For example, Ul Amin, Inayat, Shahzad, Saleem, and Aijun (2017) management was one of the main advantages of the MCC services
applied the “Unified Theory of Acceptance and Use of Technology” supports the idea that individuals' information management practices
(UTAUT) to identify key predictors of the MCC adoption by healthcare may have a critical role in their adoption decision. Accordingly, this
professionals. Their results suggested the UTAUT constructs (i.e. per- study investigated the role of students’ information management
formance-expectancy, social influence, effort-expectancy) were sig- practices on their attitudes toward using the MCC services in educa-
nificant in determining the behavioral intentions. In another study, tional settings.
Lian, Yen, and Wang (2014) investigated the factors affecting the cloud The TRA postulated that beliefs affect attitudes, which positively
computing adoption in Taiwan's hospital industry based on the HOT-fit influence behavioral intentions, whereas the intentions ultimately in-
(Human-Organization-Technology fit) model and TOE (Technology- fluence the actual behavior (Fishbein & Ajzen, 1975). Benbasat and
Organization-Environment) framework. The results suggested that Barki (2007) suggested using the original theory (TRA) to provide a
technical competence, data security, cost, complexity, and top man- strong theoretical grounding for a novel model by incorporating dif-
agement support were critical factors in the adoption. Chen, Chen, and ferent antecedents relevant to the nature of ICT integration and use in
Lee (2018) investigated key factors affecting the organizations' adop- diverse settings. Likewise, Nistor (2014) argued that “educational
tion of the cloud services. Their results suggested that top-management- technology acceptance” studies should consider characteristics of the
support has a vital role in the adoption at the organizational level. educational context. Considering the shortcomings of the technology
Lee (2016) identified the key factors explaining the adoption of acceptance models and analysis methods suggested by (Benbasat &
cloud services at the individual level based on the “Diffusion of In- Barki, 2007), this study identified the key antecedents of the attitudes
novations” (DOI) theory. The results suggested the relative advantage, towards using the MCC services and employed an innovative approach
observability, and self-efficacy were significant antecedents of the comprising both machine learning algorithms and the SEM, and
adoption. Park and Kim (2014) focused on key factors predicting the thereby, strengthened the study design. Fig. 1 illustrates the research
individuals' acceptance of the MCC services. Results indicated that model that suggests the behavioral intentions (continued use inten-
connectedness, perceived mobility, service quality, security, and sa- tions) are predicted by the attitudes, which are predicted by the stu-
tisfaction were significant predictors of the user acceptance. Wang and dents’ information management practices such as information retrieval,
Huang (2016) reported that social influence was a key predictor of the storage, sharing, and application.
students’ intention to use cloud services. Further, they reported that
scaffolding in problem-solving and training were useful in familiarizing
the students with such services. Information
Arpaci (2016) proposed a theoretical structural model based on the Retrieval
“Technology Acceptance Model” (TAM) and suggested that subjective
norm, trust, and perceived-usefulness play significant roles in pre-
dicting the students' attitudes towards using the MCC services. In an-
Information
other study, Sharma, Al-Badi, Govindaluri, and Al-Kharusi (2016) de-
Storage
veloped a hybrid model based on the TAM to predict factors affecting
.77**
Behavioral
Attitude
the adoption of the cloud computing by IT professionals. They em- Intention
ployed linear regression along with neural network analysis and found
Information R2 = .33, e = .17 R2 = .59, e = .17
that job opportunity was the most significant predictor of the adoption.
Sharing
Shiau and Chau (2016) developed a theoretical structural model based
on the TAM and motivational model to predict behavioral intentions to
join a cloud computing class. The results suggested subjective norms
Information
and attitudes were positively associated with the behavioral intention.
Application
Kim and Kim (2018) proposed a research model in order to identify the
antecedents of the MCC adoption. The results suggested that trust, *p< .01, **p< .001, Chi-Square= 393.25, DF= 235, Chi-Square/DF=1.67
convenience, and perceived uncertainty were significant factors in the
individuals’ adoption decision. Fig. 1. The structural model.
182
I. Arpaci Computers in Human Behavior 90 (2019) 181–187
Rogers's (2003, p.19) DOI theory suggested that the stages by which the use of such services.
an individual adopts a new technology or innovation, whereby diffu-
H4b. Information sharing would predict the behavioral intention to use
sion is accomplished include “awareness of the need for an innovation,
the MCC services for educational purposes.
decision to adopt (or reject) the innovation, initial use of the innovation
to test it, and continued use of the innovation.” Accordingly, a training H5a. An increase in the volume of information that's applied via the use
program introduced the participants to personal information manage- of the MCC services is positively associated with the attitude towards
ment, which refers to the practice of activities an individual performs to the use of such services.
create or acquire, store, retrieve, share, and apply the information re-
H5b. Information application would predict the behavioral intention to
quired to complete the tasks. The participants employed the mobile web
use the MCC services for educational purposes.
services (i.e. search, maps), mobile cloud applications (i.e. Google
Drive, iCloud, Dropbox) and social media applications to perform the
training tasks. 4. Method
3.1.1. Behavioral intentions and attitudes A sample of 308 university students were recruited from a public
“Behavioral intention” was defined as “the degree of an individual's university in Turkey. The study included 186 females (60.4%) and 122
belief that he or she will continue to use a system” (Arpaci, 2017, p. (39.6%) males with a mean age of 21.88 years (SD = 2.37). Majority of
384). However, attitudes towards using a technology was defined as “an the students (42.5%) were seniors; 12.3% were freshmen, 27.6% were
individual's overall affective reaction to use a particular system” sophomore, and 17.5% were juniors.
(Arpaci, 2017, p. 384). This study therefore hypothesized that the at-
titude toward using the MCC services would be positively associated 4.2. Procedure
with the behavioral intention to use such services for educational
purposes. Further, the attitude would be a predictor of the behavioral IRB of the affiliated university approved the research and the pro-
intention. Therefore; cedures complied with the ethical standards of the institutional board
guidelines. All participants were informed about the purpose of the
H1a. Attitude towards using the MCC services would be positively
research after an informed consent was obtained. The study was con-
associated with the behavioral intention.
ducted in regularly scheduled IT classes (4 h per week) during 14
H1b. Attitude towards using the MCC services would predict the weeks. The participants performed practical implementations of the
behavioral intention. theoretical knowledge during the interactive tasks such as: 1) Search for
research articles in electronic databases (i.e. Scopus, WOS, and Google
Scholar), 2) Save an annotated bibliography of the articles to the MCC
3.1.2. Information management practices
services (i.e. OneDrive, Dropbox, and Google Drive), 3) Form a com-
Information is processed, categorized, organized or structured data
munities of practice and use the MCC services along with social net-
(Davenport & Prusak, 2000; Nonaka, 1994). However, knowledge is a
works to share files, communicate with others, and build a common
combination of skills, information, experience, and insights (Nonaka &
cognition to complete the tasks. Finally, the survey instrument with
Takeuchi, 1995). Knowledge includes organizational routines, values,
explicit assurance that anonymity is guaranteed was administered
and practices; therefore, this study preferred to use the term “in-
during the last week of the regular classes.
formation management” instead of “knowledge management.” This
study defined information management as practices that help retrieve
4.3. Instruments
and store information, share it with others, and apply it to solve pro-
blems and make better and timely decisions (Alavi & Leidner, 2001;
The measurement instrument for the variables “behavioral inten-
Mitchell, 2003). Turban, Sharda, and Delen (2011) suggested the use of
tions” and “attitudes” was a Likert scale adapted from Ajzen's theory
information technologies to enhance information management prac-
(1991). Moreover, the measurement instrument for the information
tices of retrieval and access, transfer, storage, and application. In the
management practices of retrieval, storage, sharing, and application
same vein, the present study suggested the integration of smart mobile
was adapted from a previously validated and reliable instrument
technologies into the higher education to support personal information
(Arpaci, 2017). The final instrument has 24 items with a five-point
management. The more information managed by using the MCC ser-
Likert-type scale ranging from “strongly disagree” to “strongly agree.”
vices the more favorable the attitude towards using such services for
educational purposes. Further, the students’ information management
5. Results
practices would be a predictor of the behavioral intention to use the
MCC services for educational purposes. Accordingly,
5.1. Internal reliability and validity
H2a. An increase in the volume of information that's retrieved via the
use of the MCC services is positively associated with the attitude IBM SPSS (ver. 25) and IBM AMOS (ver. 23) were used to screen and
towards the use of such services. analyze the data. Construct validity along with reliability of the scales
were assessed by conducting an EFA (See Table 1). Results revealed that
H2b. Information retrieval would predict the behavioral intention to
each item had a communality value and a factor loading greater than
use the MCC services for educational purposes.
the critical threshold (0.40) suggested by Field (2005). Cronbach's
H3a. An increase in the volume of information that's stored via the use alpha reliability analysis results indicated a good homogeneity and
of the MCC services is positively associated with the attitude towards reliability among the items. The AVE values were greater than 0.50,
the use of such services. indicating adequate convergent validity for all constructs (Hair,
Tatham, Anderson, & Black, 2006).
H3b. Information storage would predict the behavioral intention to use
the MCC services for educational purposes.
5.2. The structural model
H4a. An increase in the volume of information that's shared via the use
of the MCC services is positively associated with the attitude towards Kaiser's (1970) “KMO measure of sampling adequacy” and Bartlett's
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I. Arpaci
Table 1
Instrument reliability and validity.
Construct Item α Item-total correlation Factor load Communality Total variance CR AVE
explained
Behavioral intention CUI1. “I intend to continue to use mobile cloud services for educational purposes in the future.” .91 .76 .85 .72 74.34 .91 .68
CUI2. “I plan to continue to use mobile cloud services for personal information management in the future.” .78 .86 .75
CUI3. “I predict that I would frequently use mobile cloud services in the future.” .77 .86 .74
CUI4. “I predict that I would frequently use mobile cloud services for educational purposes.” .79 .87 .76
CUI5. “I predict that I would frequently use mobile cloud services for personal information management.” .79 .87 .76
Attitude A1. “Using mobile cloud services for educational purposes is a good idea.” .89 .73 .82 .67 65.30 .89 .59
A2. “Using mobile cloud services to create a retrievable archive of personal information is pleasant.” .78 .86 .74
A3. “Using social media applications on my smartphone to exchange information is fun.” .67 .78 .61
A4. “Using mobile cloud services for personal information management is a wise idea.” .75 .83 .69
A5. “Using mobile cloud services for educational purposes makes learning more interesting.” .68 .78 .61
A6. “I like the idea of using mobile cloud services for personal information management.” .67 .77 .60
Information retrieval .91 .75 .86 .74 78.43 .91 .51
184
IR1. “Using mobile Internet on my smartphone enables to retrieve learning materials and information anytime and
anywhere.”
IR2. “I access course materials and information using mobile cloud services on my smartphone.” .85 .92 .84
IR3. “Using mobile cloud services on my smartphone enables quick access to learning materials and information .84 .92 .84
resources.”
IR4. “Using mobile cloud services on my smartphone enables ubiquitous access to e-databases and e-journals.” .74 .85 .72
Information storage IS1. “Using mobile cloud services on my smartphone enables the retrievable storage of electronic information and .91 .81 .91 .83 84.06 .91 .52
documents.”
IS2. “I store course materials and documents using mobile cloud services on my smartphone.” .83 .93 .86
IS3. “Using mobile cloud services enables me to store learning materials and information with ubiquitous access.” .80 .91 .83
Information sharing ISh1. “Using social media applications on my smartphone enables me to exchange information and documents with .71 .51 .80 .64 64.61 .71 .51
classmates.”
ISh2. “I share course materials and information with classmates using mobile cloud services on my smartphone.” .62 .86 .74
ISh3. “I share learning materials and documents with classmates using mobile cloud services on my smartphone.” .48 .75 .57
Information application IA1: “I apply knowledge and experience gained by using mobile cloud services to complete learning tasks.” .83 .64 .83 .69 74.72 .83 .53
IA2. “I use knowledge obtained by using mobile cloud services in decision making processes.” .73 .89 .79
IA3. “I employ knowledge and intelligence gained from using mobile cloud services in problem-solving activities.” .71 .88 .67
Computers in Human Behavior 90 (2019) 181–187
I. Arpaci Computers in Human Behavior 90 (2019) 181–187
Table 3
The SEM results.
Hypothesis Path Estimate Std. Estimate Std. Error Critical Ratio p-value Remarks
Note: A = Attitude; BI= Behavioral Intention; IR= Information Retrieval; ISt = Information Storage; ISh = Information Sharing; IA= Information Application.
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I. Arpaci Computers in Human Behavior 90 (2019) 181–187
Table 4
Detailed results for the OneR rule learner.
TP Rate FP Rate Precision Recall F-Measure MCC ROC Area PRC Area Class
10-fold cross-validation .648 .089 .687 .648 .667 .571 .780 .526 Low
.845 .430 .770 .845 .806 .434 .708 .748 Medium
.395 .042 .607 .395 .479 .427 .677 .324 High
Avg. .737 .297 .728 .737 .728 .465 .720 .638
Percentage split (66%) .650 .118 .565 .650 .605 .505 .766 .434 Low
.800 .429 .789 .800 .794 .374 .686 .764 Medium
.400 .056 .545 .400 .462 .394 .672 .304 High
Avg. .714 .316 .711 .714 .711 .402 .699 .636
employed to explore whether the students' information management 6.3. Limitations and future directions
practices and attitudes would predict the behavioral intentions. The
study tested a number of classification algorithms with different The SEM does not provide a complete solution to all statistical
methodologies, including bayesian networks, decision trees, if-then-else problems of the prediction. On the other hand, it provides a powerful
rules, association rules, and neural networks. The results indicated that means of testing a causal model based on a well-specified conceptual
the OneR rule learner performs slightly better than other classifiers. It is theory. Accordingly, the complementary use of the SEM and the ma-
worthy to mention that OneR (or one class) algorithm works well if one chine learning algorithms to develop a prediction model provided un-
of the attributes can predict the outcome (dependent) variable better ique information on the performance of the SEM-based prediction
than the other attributes in the training data (Holte, 1993). The clas- compared to the other prediction models. Besides, using two ap-
sifier model suggested that the attitude predicts the behavioral inten- proaches, one focused on contrasting/comparing and another on com-
tion better than the other attributes (CCI = 0.74). In line with these pleting, help make robust predictions.
results, the structural model suggested that the attitude was a sig- However, the study has a number of limitations. This study did not
nificant factor in predicting the behavioral intention (β = 0.77). Fur- account for the potential moderating role of cultural orientations in the
ther, the SEM results suggested the students’ information management educational technology acceptance, as reported by (Arpaci, 2015;
practices and attitudes were significantly associated with the behavioral Arpaci, Cetin Yardimci, & Turetken, 2015). Therefore, one should be
intentions and accounted for 59% of the variance in the behavioral careful to generalize the findings to the samples with a different socio-
intentions. cultural background. Concerns reported by (Stergiou & Psannis, 2017)
It is important to note that the relation between the attitudes and may also affect the degree of adoption. Future studies may therefore
the behavioral intentions explains a lot of variance in the model, which focus on the concerns of confidentiality, privacy, latency, performance
is desirable, but not informative or useful. Conceptually, the attitudes instability, data security, and lack of service-level-agreements. The fact
(toward use) and the intentions to (continue to) use are a (conceptual) that an effective technology integration into the higher education re-
component of the later. However, this study overcomes this design flaw quires a techno-pedagogical approach and needs to consider the aspects
by capitalizing on its two main strengths: 1) the complementary use of of pedagogy, curriculum, change management, competencies, and or-
parametric and nonparametric approaches, and 2) the extension of the ganizational readiness, implies that future studies should take into ac-
original theory (TRA) into the MCC area. count all these aspects. Finally, a longitudinal study is recommended to
The SEM model included information management practices as overcome limitations of the cross-sectional design.
exogenous (independent) variables. In the model, both the attitudes and
behavioral intentions were endogenous (dependent) variables. The SEM References
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