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9. The Influence of Educational and Emotional Support on E-Learning Acceptance: An Integration of Social Support Theory and TAM

Author

He, Shuang, Jiang, Shouwen, Zhu, Ruilin, and Hu, Xuan

Abstract

Flexible education is considered the primary function of e-learning, however, empirical evidence during the COVID-19 pandemic has also demonstrated that students may seek emotional comforts in e-learning to alleviate their negative emotions. This study aims to provide a holistic view of the antecedents of college students' e-learning acceptance by integrating social support theory with the technology acceptance model. Specifically, drawing upon social support theory, this study adopted perceived educational support and perceived emotional support as two driving factors and examined their influences on students' continuous intention in e-learning. The model was empirically validated using survey data from 512 college respondents in China during the first wave of the pandemic. Our results suggested that while perceived educational support exerts a major influence on e-learning acceptance, perceived emotional support also has an important role to play. Besides, the analytics results suggested that the two facets of support had different influencing patterns: perceived educational support has a positive and significant relationship with both perceived ease of use and perceived usefulness, whereas perceived emotional support solely has a significant relationship with perceived ease of use. Additionally, compared with the prior studies, the effect size ([beta]) between perceived ease of use and perceived usefulness is larger in the present study (COVID-19 context). These findings stress the need to better understand the mechanism by which social support influences college students' e-learning acceptance and to make use of various kinds of social supports to enhance perceived ease of use (e.g. human-computer interface), promote perceived usefulness, and ultimately motivate more students' continuance intention in e-learning.

Published
2023
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15. The impact of S vacancies on the modulation of the work function and Schottky barrier at the Au/MoS2 interface.

Author

Xie, Duxing, Yang, Fengzhen, Qiu, Xu, Hu, Yuhao, Sun, Yi, He, Shuang, and Wang, Xiufeng

Subjects
ELECTRON work function, DIPOLE moments, ELECTRONIC equipment, STRAY currents, SCHOTTKY barrier, CHARGE transfer
Abstract

The S vacancy at metal/ MoS 2 interface plays a much important role than the semiconductor itself. In this work, the influence of different configurations of S vacancy concentrations on the effective work function and band structure of the Au/ MoS 2 interface has been investigated systematically using first-principles calculations. The study specifically explores the effective work function of the Au/ MoS 2 interface, the deviation of interface effects from the vacuum work function, and the dipole moment caused by interface charge transfer. The results reveal that the electronic work function of Au/ MoS 2 increases with the increase in S vacancy concentration, but the rate of increase tends to slow down with higher S concentrations. The variation in the effective work function of the Au/ MoS 2 interface may be attributed to the presence of S vacancies and the exposure of Mo atoms. S vacancies lead to a reduction in the Schottky barrier, resulting in increased leakage current. The Fermi pinning caused by S vacancy concentration and location is also observed. The results obtained in this study can serve as a theoretical foundation for applications in electronic devices that rely on metal/ MoS 2 contact. [ABSTRACT FROM AUTHOR]

Published
2024
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