donaldson_defense2

Report
Robin L. Donaldson
May 5, 2010
Prospectus Defense
Florida State University
College of Communication and Information
Wireless delivery of learning
content through handheld
device – any time & anywhere.
(Tsvetozar Georgiev, et al., 2004)
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

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

Use technology acceptance theory as a
theoretical framework to examine the
determinants associated with community
college students’ acceptance and use of
mobile learning.

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

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”

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

Self-management of learning is “the extent
to which an individual feels he or she is selfdisciplined and can engage in autonomous
learning”

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.



Quantitative descriptive and comparative
research design
Utilize cross-sectional survey data
Mixed Method

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

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

Procedure
 Sequential explanatory strategy
 Pre-existing survey
▪ Cross sectional
 Interviews

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

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?
Analysis: multiple regression

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
Why? Used to explain relationships - determine if predictor variables are
predicting a continuous dependent variable.

Research Question 3. Is there a statistically
significant difference between males and
females on the behavioral intention to use
mobile learning?
Analysis: independent samples t-test

Research Question 4. Is there a statistically
significant difference between males and
females on the use of mobile learning?
Analysis: independent samples t-test
Why? comparing two groups gender and intention to use or actual use.

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.

Research Setting and Population, and
Participants
Convenience sampling

Selecting participants


Courses targeted


Semi structured questions
Protocol
 Interviewer
 Script
 Face-to-face, online, or phone

Research Question 2 - Predictors of use
Interview Question 1. What factors influence your actual use of mobile learning?
What factors prevent you from using mobile learning?

Research Question 4 - Difference in use between
males and females
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.

Research Question 5 - relationships among the
participants’ age, intentions, and actual use
Interview Question 3. Do you believe age affects your actual use of mobile
learning? Please explain your answer.

Content Analysis
 Organize
 Code the
 Categorize
 Narrative discussion
 Interpretation to assign meaning

similar documents