student acceptance of mobile learning
DESCRIPTION
Robin L. Donaldson May 5, 2010 Prospectus Defense. Student Acceptance of Mobile Learning. Florida State University College of Communication and Information. Mobile Learning. Wireless delivery of learning content through handheld device – any time & anywhere. - PowerPoint PPT PresentationTRANSCRIPT
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Student Acceptance of Mobile Learning
Robin L. DonaldsonMay 5, 2010Prospectus Defense
Florida State UniversityCollege of Communication and Information
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Mobile Learning
(Tsvetozar Georgiev, et al., 2004)
Wireless delivery of learning content through handheld device – any time & anywhere.
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Introduction
Personal Use
32% use a cell phone for Internet access 19% use mobile Internet access Learning & information resources
Higher Education
Initial stages Learning & information resources Digital divide Identifying value and determinants
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Problem Statement
Technology acceptance research most mature research area in IS literature.
Limited research using technology acceptance theories
Unique characteristic of mobile learning IS models may not fully address mobile
learning
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Purpose
Use technology acceptance theory as a theoretical framework to examine the determinants associated with community college students’ acceptance and use of mobile learning.
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Literature Review - TAM TAM & TAM2 –
Do not consider variables that may negatively impact behavior (system characteristics, training, support)
Are not able to explain as much of the variance in user behavioral intention to use and actual use as UTAUT.
Failure to acknowledge individual differences such as age and gender
TAM3 -
Lack of supporting research Non- academic participants and information systems
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Unified Theory of Acceptance and Use of Technology (UTAUT) Age and gender
Explain as much as 70% of the variance in user behavioral intention to use and actual use
Performance Expectancy▪ “the degree to which an individual believes that using the system will help
him or her to attain gains in job performance” Effort Expectancy▪ “the degree of ease associated with the use of the system”
Social Influence▪ “the degree to which an individual perceives that important others believe
he or she should use the new system” Facilitating Conditions▪ “the degree to which an individual believes that an organizational and
technical infrastructure exists to support use of the system”
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Population & Participants
Population being studied
Community college in north Florida GED or Highschool degree Large percentage required to take developmental courses &
SLS 1510 Facilitating conditions Diverse ages Diverse access levels to technology
Participants Convenience sample All students enrolled in college credit courses
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Additional Constructs
Self-management of learning is “the extent to which an individual feels he or she is self-disciplined and can engage in autonomous learning”
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Additional Construct cont. Voluntariness of Use
“the degree to which use of the innovation is perceived as being voluntary, or of free will”
Perceived playfulness -the extent to which the individual perceives that his or her attention is focused, curious during interaction, finds the interaction intrinsically enjoyable or
interesting.
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Research Design
Quantitative descriptive and comparative research design
Utilize cross-sectional survey data Mixed Method
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Research Limitations General
Convenience sample Cross sectional Course and participant availability for interviews
Survey Statistical significance within the design does not imply cause-
and-effect relationships Self reported Does not allow the researcher to obtain an in-depth
understanding
Interviews Protocols and transcribing is time consuming Participants can be influenced by researcher More difficult to analyze Coding and theme development time consuming
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Research Strengths General
add breadth and depth of understanding of research questions corroboration of research findings
Survey cost effective producing precise descriptions of large populations,
collection of a data from a large number of participants repeated in other research or to assess if any changes that have taken place
Interviews can probe for additional responses can provide clarity to questions observations of the respondent can be recorded gain a more in-depth understanding of participants’ survey responses
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Procedure
Procedure Sequential explanatory strategy Pre-existing survey▪ Cross sectional
Interviews
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Survey Instrument UTUAUT survey instrument, perceived
playfulness, self-management of learning, voluntariness, demographic and opinion related
Demographic and opinion-related questions Gender/age access to a home computer enrollment in developmental courses; Internet experience; frequency of use of mobile devices; types of information, and library and learning
resources currently used and interested in accessing
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Quantitative Data Analysis Research Question 1. Are the following independent variables
significant predictors of the behavioral intention to use mobile learning: performance expectancy, effort expectancy, social influence, facilitating conditions, voluntariness, perceived playfulness, and self-management of learning?
Research Question 2. Are the following independent variables significant predictors of the use of mobile learning: performance expectancy, effort expectancy, social influence, perceived playfulness, self-management of learning and facilitating conditions?
Analysis: multiple regression
Analysis: multiple regression
Why? Used to explain relationships - determine if predictor variables are predicting a continuous dependent variable.
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Quantitative Analysis cont. Research Question 3. Is there a statistically
significant difference between males and females on the behavioral intention to use mobile learning?
Research Question 4. Is there a statistically significant difference between males and females on the use of mobile learning?
Analysis: independent samples t-test
Analysis: independent samples t-test
Why? comparing two groups gender and intention to use or actual use.
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Quantitative Analysis cont.Research Question 5. Are there
statistically significant relationships among the participants’ age, behavioral intention to use mobile learning and the actual use of mobile learning?Analysis: bivariate Pearson correlations (r)
Why? seek to determine if age is related to intention to use or actual use mobile learning.
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Interview
Research Setting and Population, and Participants
Convenience sampling Selecting participants
Courses targeted
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Qualitative – Interview Data Collection Semi structured questions Protocol
Interviewer Script Face-to-face, online, or phone
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Interview Questions Research Question 2 - Predictors of use
Research Question 4 - Difference in use between males and females
Research Question 5 - relationships among the participants’ age, intentions, and actual use
Interview Question 1. What factors influence your actual use of mobile learning? What factors prevent you from using mobile learning?
Interview Question 2. Do you believe there is a difference in the amount of time men spend on mobile learning when compared to the amount of time women spend on mobile learning ? Please explain your answer.
Interview Question 3. Do you believe age affects your actual use of mobile learning? Please explain your answer.
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Qualitative Data Analysis Content Analysis
Organize Code the Categorize Narrative discussion Interpretation to assign meaning
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Questions?