Elementary school students' attitudes and self-efficacy of using PDAs in a ubiquitous learning context

Tsai, Pei Shan; Tsai, Chin Chung; Hwang, Gwo-Haur

doi:10.14742/ajet.1076

Cited by 51 publications

(37 citation statements)

References 21 publications

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“…Ubiquitous learning (u-learning), for example, takes advantage of new mobile technologies to support and extend the learning of children in school by "providing the right content for the right learners, at the right time, in the right place and in the right context" (Tsai, Tsai & Hwang, 2010). Such use of technology may align well with 'mobile' learners but more studies are needed to make the connections between the use of technology and the user profiles.…”

Section: Resultsmentioning

confidence: 99%

Towards a pre-teen typology of digital media

Grimley

Allan

2010

AJET

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Whilst prior research has identified children as avid users of new technologies, insufficient studies have explored their patterns of use. This paper investigates how New Zealand pre-teens use technology out of school and identifies a typology of technology use. Two hundred and twenty four children between 10 and 12 years of age completed a comprehensive questionnaire about their use of technology. Results indicated that children of this age were immersed in technology related activities. A principal components factor analysis revealed a typology with five distinct factors underlying pre-teen digital behaviour. Two factors showed some differentiation by gender but differences were not evident for socio-economic factors.

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Section: Resultsmentioning

confidence: 99%

Towards a pre-teen typology of digital media

Grimley

Allan

2010

AJET

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“…The studies based on technology acceptance model (TAM) (Davis, 1989) have documented that learners show positive attitudes when they perceive the new technologies will be easy to use and useful (e.g., Chang, Chen, Huang, & Huang, 2011;Tsai, Tsai, & Hwang, 2010). Therefore, in addition to exploring learners' cognitive load and motivation, this study considered that exploring their attitudes toward learning by AR technology is necessary.…”

Section: Cognitive Load Motivation and Attitudesmentioning

confidence: 99%

“…To assess the students' attitudes toward using mobile devices to read the AR book, the personal digital assistants (PDA) attitude survey generated by Tsai et al (2010) was adapted to this study. There were four scales in Tsai et al 's survey (2010): perceived control, perceived usefulness, affection, and behaviour.…”

Section: Survey For Attitudesmentioning

confidence: 99%

Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes

Cheng

2016

AJET

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Since augmented reality (AR) has been increasingly applied in education recently, the investigation of students' learning experiences with AR could be helpful for educators to implement AR learning. With a quantitative survey using three questionnaires, this study explored the relationships among 153 students' perceived cognitive load, motivation, and attitudes of perceived control, perceived usefulness, behaviour of learning, and behaviour of AR learning, when they engaged in an AR book reading activity. The results indicated that, in general, the students perceived less cognitive load, stronger motivation, and more positive attitudes towards the experiences when reading an AR book. However, dissimilar to past studies, the perceptions of low level cognitive load cannot be guaranteed to lead to positive intentions to learn. Interestingly, motivation mediated the relationships between the students' perceived cognitive load and behavioural intention to learn. Only when the students' perceptions of motivational factors such as attention or confidence were significant did the perceived usefulness and cognitive load play a role in their behavioural intentions to take part in future AR learning. The findings of this study may provide insights for future AR-related studies to explore the role of cognitive load in learning performance with consideration of motivational factors. Introduction Augmented reality learningAccording to the Horizon Report by the New Media Consortium (NMC), augmented reality (AR) represents a large amount of the investment undertaken by the technology industry and is indicated as one of the important developments taking place over the next few years (Johnson et al., 2016). Following the trend of technology development, several educational studies have endeavored to explore what role AR, a technique of blending virtual information with the physical environment for presentation in real time, plays in learning. The findings of these studies have mostly indicated the advantages of AR technology, and have further addressed the positive influences of AR on learning effectiveness in fields such as science and engineering learning (e.g., Behzadan & Kamat, 2013;Chiang, Yang, & Hwang, 2014;Lu & Liu, 2015;Sommerauer & Müller, 2014) and medical science (e.g., Lapeer et al., 2014;Ferrer-Torregrosa, Torralba, Jimenez, García, & Barcia, 2015). Relatively few studies have probed how AR technology integrated with paper books (called AR books) can assist students' reading. In 2011, Abas and Zaman reported that the AR book system with scaffolding models they developed could help students to read a story book, particularly those with low reading ability. Similarly, in Vate-U-Lan's study (2012), it was found that the students' comprehension of the content of the book was enhanced by using AR technology. A recent study also indicated that, in the AR learning context, children's imagination regarding the content of AR books could be extended (Cheng & Tsai, 2014). Since the role of AR in reading has been highlighted by...

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“…In the technology mediated learning environment, technology self-efficacy was also found to have significant impact on students' adoption and use of technologies and learning performance (e.g. Ahmad, Basha, Marzuki, Hisham & Sahari, 2010;Tsai, Tsai, & Hwang, 2010). If students feel uncomfortable with the technologies that they use in their learning and do not feel confident in their ability to use the technology effectively, they may experience difficulty in their interactions with peers and instructors, and in the completion of their work.…”

Section: Technology Self-efficacymentioning

confidence: 99%

Factors influencing perceived usefulness of wikis for group collaborative learning by first year students

Guo

Stevens

2011

AJET

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This study reports the findings of an investigation of the factors influencing the use and usefulness of wikis in an introductory, undergraduate information systems course. Informed by the media choice, technology acceptance model from information systems research, and group collaborative learning research from the education literature, a survey instrument was developed and administered across the entire course. The study found that wiki use was influenced by the student's prior expertise with wikis, with their perceived usefulness of wikis being strongly influenced by their teachers' attitudes towards the technology, and the ease of access to the wikis. The students' overall attitude towards wikis was largely influenced by the extent to which they saw wikis as helping with their assignment work, and their intention to use wikis in the future was driven by their perception of wiki's usefulness. The paper concludes with an outline of the lessons learned from the study and recommendations for instructors who are thinking of using wikis in their teaching.

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Elementary school students' attitudes and self-efficacy of using PDAs in a ubiquitous learning context

Cited by 51 publications

References 21 publications

Towards a pre-teen typology of digital media

Towards a pre-teen typology of digital media

Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes

Factors influencing perceived usefulness of wikis for group collaborative learning by first year students

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