Persuasive system
Information system had potentially utilized to predispose its consumers in improving and changing human behavior in several methods (Fogg,
2009). The change of behavior and attitudes which is caused by interactive technology can be categorized as persuasive technology. A persuasive concept should be customized with the goal and distribution of messages, and also computer technology adoption. The growth of the social web in composing, collaborating, and distributing information will bring opportunities this technology to affect its user behavior.
A persuasive system is defined as computer software or information system designed to reinforce alteration or improve attitudes, behavior, or both without coercion and deception. Persuasive system design developed in (Oinas-Kukkonen & Harjumaa,
2009) has three main stages. The first stage is essential, which is the stage that involves an understanding of the basic problems that become the background to a persuasive system before implementing it. In the second stage, matters related to the context of the persuasive system are discussed.
Contexts at this stage include intent as well as event and strategy used in persuasive systems. The context of intent consists of the type of change and persuader. The event includes the context of use, the context of the person using it and the context of the technology used as the media. The strategy context must be distinguished from the message and the type of delivery. The last stage is the system qualities for a new technology designed as a persuasive system and system qualities to evaluate the features of an existing system. The system qualities are the last stage. Its use to evaluate the features of an existing system. This stage focuses are primary task and dialogue support, support for the credibility of the system, and also social support. (Oinas-Kukkonen & Harjumaa,
2009).
E-learning and web 2.0
The development of Web 2.0 technology encourages the latest e-learning transformation from a centralized and traditional education system to an interactive and communicative online learning system (Gavin et al.,
2014). Web 2.0 technology brings its social aspects in the traditional learning process. Web 2.0 is considered as a new type of technology that is increasingly being used and integrated with e-learning applications for developing active knowledge and sharing in communities or study groups.
Similar to the Web 2.0 paradigm, the term of e-Learning 2.0 (Chua & Tay,
2012) described a bottom-up approach to the learning process and based on user-generated learning content. The uses of web 2.0 features in the learning context is driven by user participation. This ecosystem has been described as Learning 2.0 (Inamorato dos Santos & Punie,
2016; Kim & Kim,
2016). Davis (
2005) states that the concept of Web 2.0 is related with attitude and not only the technology because it directs back to an original web, but user participation is encouraged and make a social network. The openness in the network automatically affects the whole learning process.
The use of e-learning in the learning objectives is expected to have the same outcome, both in the education and organizational environment. The definition of the word ‘learning’ is an attempt made to obtain intelligence or effort to change behavior in response to something. The features of Web 2.0 technology that are used include communication, collaboration, participation, and connection (Davis,
2005). Web 2.0-based e-learning application provides a menu for communication in the form of the chat-room for the teachers and between the students. This feature is called synchronous communication. The communication feature is also presented asynchronously in the form of e-mail and discussion forum. The collaboration feature is done by presenting the opportunity for all users to be able to share even though class limits them.
The technology Web 2.0: Web 2.0 is a social software technology form that drives its users to get their objective. Infrastructure and organizational culture affect the use of web 2.0 technology. Organizational, technical and social aspects are things that need to be considered in the strategy of using web 2.0. In other studies, the web 2.0 is used to encourage the adoption of technology (Mitra & Roy,
2016), as a communication medium and encourage a change of communication method (Kim,
2017), and provide positive effects on the process learning for an individual, group, and organizational.
Web 2.0 technology can improve the ability to communicate, collaborate, and share (Shipps,
2013) and also encourages innovations (Zeng et al.,
2015). Factors affecting the use of Web 2.0 technology include social factors and the culture of the workplace (Gavin et al.,
2014), users’ adoption and acceptance (Napitupulu,
2017), internal organizational factors (infrastructures and organizational cultures); uniqueness, size, type, and the culture of an organization (Gavin et al.,
2014); cultural, technical, and organizational factors.
Web 2.0 is a technology that has social concepts. This technology uses interactive concepts, dynamic, has irregular structures content and provides full control to the user. Some researchers underline that Web 2.0 technology can bring a positive effect on aspects of individuals, groups, organizational learning and build knowledge that is easy and always available to the organization (Anderson,
2012; Newman et al.,
2016; Sivarajah, Irani, & Weerakkody,
2015). Web 2.0 technology also supports collaboration, communication, and participation. Organizational employees are possible to share knowledge or idea trough web 2.0 with other employees. The sharing process can improve the organization’s innovation. Also, it encourages the process of building an organizational knowledge database in the repository (Batsila et al.,
2015; Zeng et al.,
2015).
Web 2.0 is social technology that can construct relationships and develop persuasion among users. The ability of web 2.0 in observation, affiliation, and access can encourage social comparison, social learning, and normative influence between users. Web 2.0 is the second generation of web-resolution that allows users to build and publish content as well as do collective intelligence; thus, it can be called a social web generation. The aspects of connection, communication, participation, and collaboration are characteristics of Web 2.0 that will be used in intervening in the way the organization works. The potentiality of Web 2.0 as a carrier of social features enables the intervention process to be carried out with this technology.
The development of information technology has an impact on the learning process. E-learning technology is becoming a new paradigm of modern education. The use of e-learning is not only a learning aid but also can change the existing learning culture. The nature of the flexibility to be able to access, do just-in-time deployment, the level of effectiveness and the costs that must be provided from the use of e-learning has encouraged the adoption of this technology in many organizations (Admiraal & Lockhorst,
2009).
On the other hand, with the advent of web 2.0, such as Blogs, Wikis, YouTube or SNS, it has led to the transformation of the learning process (Yadav, Tiruwa, & Suri,
2017). Integration of the latest learning technology or e-learning from a centralized and traditional education system to an interactive and communicative online learning system. Web 2.0 as a social web can encourage the learning of social constructivism, connectivism, distributed cognition, situated learning, and collective intelligence (Simoes & Borges Gouveia,
2008). E-learning encourages users to be more active and participatory without having to meet face to face. The knowledge and information shared in e-learning can be easily traced compared to those obtained directly.
Web 2.0 carries the social aspects it has in the traditional learning process where communication between teachers and students is also established among fellow students. Web 2.0 is considered as a type of new technology that is increasingly being used and integrated with e-learning applications for active knowledge creation and sharing in communities or study groups (Mason & Rennie,
2007). The application of e-learning in the educational environment is different from the organizational environment in general because it requires conformity with the goals and needs of the organization itself (Wang,
2011).
By the web 2.0 paradigm, the term e-Learning 2.0 (Chua & Tay,
2012) has evolved to describe the bottom-up approach to the learning process, decentralized and to user-generated learning content. The use of web 2.0 features for participatory communities of learners and learning ecosystems has been described as Learning 2.0 (Seely Brown & Adler,
2008). Davis (
2005) explains that the concept of web 2.0 is attitude and not technology because it directs the web back to its creator, where user participation is encouraged and is a socially open network. Social openness inevitably influences e-learning and the overall learning process. The original learning process follows one traditional model, wherein an educator and students come together at the same physical location, usually in the classroom, and the educator leads the learning process.