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- W2072390610 abstract "The importance of technology for education is increasing year-by-year at all educational levels and particularly for Universities. This paper reexamines one important determinant of technology acceptance and use, such as perceived playfulness in the context of a blended learning setting and reveals existing gender differences. After a literature review on the mentioned topics, some statistical analysis, such as difference between means and structural equation modeling, were run with a sample of 484 students. The main contribution of this study is to provide evidence that there exist gender differences in the effect of playfulness in the student attitude toward a technology and the intention to use it. In females, playfulness has a direct influence on attitude toward using the system. In males, this influence is mediated by perceived usefulness. Some implications and conclusions are included." @default.
- W2072390610 created "2016-06-24" @default.
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- W2072390610 date "2013-04-01" @default.
- W2072390610 modified "2023-10-13" @default.
- W2072390610 title "Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario" @default.
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- W2072390610 doi "https://doi.org/10.1016/j.compedu.2012.12.014" @default.
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