This paper discusses the findings of a research study investigating user acceptance of bring your own device (BYOD) practice to support teaching and learning in a Hong Kong university. Forty-four undergraduate students and two teachers participated in the study. To collect their ratings of agreement with respect to several BYOD-related issues, student participants were asked to complete pre- and post-user acceptance questionnaires at the beginning and at the end of a 13-week semester. Post-event focus group interview sessions were also organised to further elicit students’ and teachers’ views on the use of personally owned devices for learning. While most of the findings from this study support the use of BYOD in higher education, a number of concerns about its implementation are raised. Insights derived from this research will help inform pedagogies, research and practices in BYOD-mediated learning environments. Copyright © 2016 by the University of Georgia.
|Journal||Australasian Journal of Educational Technology|
|Publication status||Published - 2016|
CitationCheng, G., Guan, Y., & Chau, J. (2016). An empirical study towards understanding user acceptance of bring your own device (BYOD) in higher education. Australasian Journal of Educational Technology, 32(4), 1-17.
- Bring Your Own Device
- Technology acceptance
- Technology-enhanced learning
- Higher education