Abstract:

The raise of the digital economy and the opportunities provided by the online platforms and social media allow professionals at higher education to develop new approaches to engage students and boost collaborative learning in the proposed activities. TED Lessons arises as an innovative tool for generating and providing relevant text and video content for students, personalizing the learning materials to achieve specific learning outcomes and encouraging students to share their views and debate with their classmates. TED Lessons fosters students' satisfaction driven by utilitarian and hedonic value perceptions. The perceived benefits in terms of outcome achievement and convenience in knowledge transmission, together with the enjoyment of having a pleasant learning experience pushes students to undertake more difficult activities and to satisfy their needs as learners in an effective way, leading to an increased perceived performance of this collaborative learning tool. Furthermore, the perceived satisfaction with TED Lessons also produces the desire to share this experience and recommend its implementation to other students.

Previous studies focus on the importance of visual and interactive resources in order to improve student results. TED Lessons has already been demonstrated to have positive effects on student attitude towards the tool considering cognitive and affective stimuli. Nonetheless, the role of TED Lessons to facilitate mutual collaboration has been underestimated. This is why, the importance of social value as a result of the exchange of experiences with other students (copresence) through TED Lessons and having a subsequent effect on student satisfaction and word of mouth it is yet to be unveiled.

This research aims to assess the impact collaborative learning tools (TED Lessons) on student satisfaction and word of mouth. For this purpose, the effects of Technology Acceptance Model (TAM) variables Perceived Ease of Use and Perceived Usefulness are considered together with the perceived enjoyment and social value (copresence) that this e-learning platform provides. We sampled 260 students from both undergraduate and Master Degree programs specialized in marketing along three academic years. In each of these particular subjects, TED Lessons were provided for the student to complement their learning. They had to work in teams, fostering collaborative learning to undertake the proposed tasks. After all member groups had fulfilled the TED Lesson, they were also asked to fill in a questionnaire. Data were analysed through a model estimation to assess the impact of utilitarian (perceived ease of use and perceived usefulness), hedonic (perceived enjoyment) and social value (copresence) on satisfaction; as well as the subsequent effects of student satisfaction on recommendation intentions to use this learning tool. Based on the conclusions, contributions for future research on collaborative learning tools are highlighted as well as practical implications. In particular, we propose the implementation of video and interactive methodologies in other training and education settings beyond the university, such as companies, where these results can be considered to face existing challenges such as perceived control of digital technology and diversity in the workplace.

Acknowledgement:
Authors acknowledge financial support from University of Valencia (project UV-SFPIE_PID19-1098332).

Keywords:

TED Lessons, Technology Acceptance Model, Perceived Enjoyment, Copresence, Satisfaction, Word of Mouth.