Abstract

The last decade has witnessed the increasing development of the e-Schoolbag in China’s primary and secondary schools. However, how to promote effective implementation of the e-Schoolbag in the classroom is still unclear. This study examines the influence of students’ academic performance on their perceptions of the e-Schoolbag. Especially, students’ technology acceptance, learning motivation and selfefficacy were examined. A total of 299 participants were involved in the study, and were divided into three groups based on their annual academic performance using K-means clustering algorithm. The three groups were labelled as the advanced, intermediate, and low group respectively. The research found that there was no statistically significant difference among these three groups in terms of technology acceptance. However, the advanced group was statistically significantly higher than those of intermediate performance on measures of learning motivation and self-efficacy. The findings could inform the successful classroom practices of e- Schoolbag-based projects.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0203
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada