Aryo Pinandito, Chandrawati Putri Wulandari, Didik Dwi Prasetya, Tsukasa Hirashima, Yusuke Hayashi, Hanifah Muslimah Az-Zahra
In facing the new pandemic situation, students and educators had to switch their learning activities into online learning and quickly adapt the educational technologies to support distance learning. Sophisticating innovations in educational technologies are highly required to overcome change. Delivering digital content and activities in a distance learning environment has potential advantages in improving the students' engagement in learning. Concept mapping is known to support students' learning process and help them learn better. A concept mapping authoring tool built to support learning with the Kit-Build concept map framework has been developed to incorporate computer technologies into digital concept mapping activities. This research investigates to what extent the students' technology adoption towards the Kit-Build concept map authoring tool as a digital concept mapping tool supports the students to learn English reading comprehension. This research incorporates the Technology Acceptance Model to evaluate students' acceptance towards the tool and uses three external variables, i.e., compatibility, habit, and enjoyment for the TAM model. Most of the result presented in this research is consistent with the original TAM study. Furthermore, compatibility and enjoyment are also identified to significantly affect the students' adoption of the Kit-Build concept map authoring tool. © 2020 ACM.
Department of Information System, Universitas Brawijaya, Malang Jawa Timur, Indonesia; Department of Industrial Engineering, Faculty of Advanced and Multidisciplinary Technology, Universitas Airlangga, Surabaya, Jawa Timur, Indonesia; Department of Electrical Engineering, Faculty of Engineering, Universitas Negeri Malang, Malang, Jawa Timur, Indonesia; Department of Information Engineering, Graduate School of Engineering, Hiroshima University, Higashihiroshima, Japan
