• Asia-Pacific Journal of Business
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• v.12 no.3
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• pp.1-36
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• 2021

Purpose - This empirical study, aims to identify the determinants of adoption and acceptance of mobile payment as to understand why it is successful in some countries in Sub-Saharan Africa but failing in others. A comparative study of a successful mobile payment service and a purported failed one was done as to have some insights to the factors affecting acceptance of the technology. Design/methodology/approach - The strength of three notable theories: theory of diffusion of innovation (DOI), the extended unified theory of user acceptance of information technology (UTAUT2) and self-efficacy theory were use. The self-efficacy of government support inclusion as, a moderating variable in the form of infrastructure, securing transaction and price value revealed the relevance of government in the success of mobile payment service. By means of a field survey of 705 subjects in two separate regions of Africa (East and West), the data was collected and use to test the research model. Findings - The study result shows the importance of the moderating factor of government support to the success of mobile payment of any nation. The result also shows the importance of the perception of relative advantage, compatibility, complexity, social influence as already revealed by other studies. Research implications or Originality - Mobile payment success in some part of Sub-Saharan Africa is well known but also suggested to fail in some Sub-Saharan African countries. Buttressing the need for understanding of the factors affecting mobile payment acceptance. This article empirically examined the factors influencing the success of mobile payment, and we implicated that if the implementation of mobile payment is to be successful for mobile commerce in any nation, adoption, acceptance and use by its citizen is imperative.

• Journal of The Korean Association For Science Education
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• v.44 no.3
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• pp.231-248
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• 2024

This study developed a chatbot for first-year high school students, employing open-source software and the Korean Sentence-BERT model for AI-powered document classification. The chatbot utilizes the Sentence-BERT model to find the six most similar Q&A pairs to a student's query and presents them in a carousel format. The initial dataset, built from online resources, was refined and expanded based on student feedback and usability throughout over the operational period. By the end of the 2023 academic year, the chatbot integrated a total of 30,819 datasets and recorded 3,457 student interactions. Analysis revealed students' inclination to use the chatbot when prompted by teachers during classes and primarily during self-study sessions after school, with an average of 2.1 to 2.2 inquiries per session, mostly via mobile phones. Text mining identified student input terms encompassing not only science-related queries but also aspects of school life such as assessment scope. Topic modeling using BERTopic, based on Sentence-BERT, categorized 88% of student questions into 35 topics, shedding light on common student interests. A year-end survey confirmed the efficacy of the carousel format and the chatbot's role in addressing curiosities beyond integrated science learning objectives. This study underscores the importance of developing chatbots tailored for student use in public education and highlights their educational potential through long-term usage analysis.

• Korean Journal of Heritage: History & Science
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• v.55 no.2
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• pp.82-100
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• 2022

With the crisis of the COVID-19 pandemic and the era of the 4th industrial revolution, archaeological heritage education has entered a new phase. This article responds to the trends in the post-COVID-19 era, seeking ways to develop archaeological heritage education and sustainable strategies necessary in the era of the 4th industrial revolution. The program of archaeological heritage education required in the era of the 4th industrial revolution must cultivate creative talent, solve problems, and improve self-efficacy. It should also draw attention to archaeological heritage maker education. Such maker education should be delivered based on constructivism and be designed by setting specific learning goals in consideration of various age-specific characteristics. Moreover, various ICT-based contents applying VR, AR, cloud, and drone imaging technologies should be developed and expanded, and, above all, ontact digital education(real-time virtual learning) should seek ways to revitalize communities capable of interactive communication in non-face-to-face situations. The development of such ancient heritage content needs to add AI functions that consider learners' interests, learning abilities, and learning purposes while producing various convergent contents from the standpoint of "cultural collage." Online archaeological heritage content education should be delivered following prior learning or with supplementary learning in consideration of motivation or field learning to access the real thing in the future. Ultimately, archaeological ontact education will be delivered using cutting-edge technologies that reflect the current trends. In conjunction with this, continuous efforts are needed for constructive learning that enables discovery and question-exploration.