Exploring the wiki user experience: The effects of training spaces on novice user usability and anxiety towards wiki editing

Cowan, Benjamin R.; Jack, Mervyn

doi:10.1016/j.intcom.2010.11.002

Cited by 25 publications

(22 citation statements)

References 56 publications

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“…Anxiety typically arises from the fear of the unknown and the confidence to cope with changes (Beckers, Rikers, & Schmidt, 2006). When individuals become more secure and positive about their technology usage, they are more likely to relax and not feel as anxious about its use (Beckers & Schmidt, 2003;Cowan & Jack, 2011). This is because they have developed an assurance that they can cope with learning new technology and can solve issues that may arise.…”

Section: Discussionmentioning

confidence: 99%

Factors Impacting Teachers’ Adoption of Mobile Learning

2014

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As mobile technology has advanced, awareness is growing that these technologies may benefit teaching and learning. However, despite this interest, the factors that will determine the acceptance of mobile technology by lecturers have been limited. This study proposed and tested a new model that extends the technology acceptance model (TAM) with three new variables: digital literacy, ICT anxiety, and ICT teaching self-efficacy.The TAM models the adoption of new technology based on measuring a users' beliefs and attitudes to the technology. In particular, the TAM states that two factors influence a user's use and perception of new technology. The first factor, perceived usefulness, is the degree to which a person believes that a particular technology will be beneficial to their lives. The second factor, perceived ease of use, is the measure of the degree an individual believes a particular technology is free from effort.Research has shown that a large portion of lecturers still resists the integration of technology into the classroom. Two aspects, in particular, have been consistently found to impact lecturers' adoption of technology. The first aspect shown to influence the adoption of new technology is the beliefs held by the lecturers. Specifically, it is the perceived value of the new technology (perceived usefulness) and perceived effort needed to learn to use the new technology (perceived ease of use) that have been established as playing a major role in the adoption of technology. The second major aspect seen to influence adoption is the skill of lecturers to use digital technology (referred to as digital literacy) and the skill needed to integrate it into their teaching (teaching selfefficacy).The new model that was proposed and tested measured the impact of digital literacy, ICT anxiety, and ICT teaching self-efficacy, along with the well established factors of perceived usefulness and perceived ease of use, on lecturer' acceptance of mobile learning. A survey was used to measure the major variables in this study. The research found that Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission. This research has added to and clarified the existing literature into mobile learning. In particular, it recognizes the role that lecturers play in the future acceptance of mobile learning. It shows that the factors that influence lecturers' adoption of mo...

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Section: Discussionmentioning

confidence: 99%

Factors Impacting Teachers’ Adoption of Mobile Learning

2014

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“…Hughes and Narayan (2009) found that students using wikis with WYSIWYG editors report less difficulty in learning and wiki use than those using wikis where knowledge of mark-up language is necessary for formatting. Training on wiki editing via instruction or a wiki-based tutorial also appear to improve student ratings of wiki usability (Cowan & Jack, 2011).…”

Section: Wikis In Practicementioning

confidence: 98%

“…In one study of wiki use in higher education, a student reports on how lack of explicit instruction on wiki use was one reason they did not participate: 'there aren't any useful guidelines or tips that could be used' (Cole, 2009, p. 144). Besides simply preventing students from participating, technical difficulties and a lack of perceived user-friendliness potentially increase student anxiety (Cowan & Jack, 2011). Some solutions for technical difficulties may exist in the choice of wiki platform.…”

Section: Wikis In Practicementioning

confidence: 99%

“…In addition, since students' technical skills and level of comfort with wikis play a role in their anxiety (Cowan & Jack, 2011) and participation (Cole, 2009;Hughes & Narayan, 2009;Matthew et al, 2009) on course wikis, students must not only apprentice into collaborative learning but also the wiki platform. Because students expressed initial concern over using wikis in the first and second iterations, the third activity introduced a warm-up activity: students used wiki syntax to edit their user page text, insert images and format headings.…”

Section: Enabling Cognitive Apprenticeshipmentioning

confidence: 99%

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Wikis and collaborative learning in higher education

Zheng

Niiya

Warschauer

2015

Technology, Pedagogy and Education

142

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While collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting collaborative writing and social communication, wikis are a promising platform for collaborative learning; however, wiki-supported collaborative learning cannot function without an effective learning design. This article highlights theory and prior research on wiki use in education and uses a design-based approach to develop strategies for using wikis to support collaborative learning in a classroom environment. In order to explore and refine these strategies, an iterative, design-based research method is used to create wiki-supported collaborative classroom activities. The authors discuss the design approach as it relates to wikis and consider the strategies that develop over four design iterations, including suggestions for learning community management, inquiry-based topic selection, teacher scaffolding, student evaluation and supporting wiki technology with other social media. This study demonstrates that while wikis can be a tool for post-secondary collaborative learning, appropriate pedagogical supports are required for successful implementation.

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“…Anxiety experienced by users is not necessarily related to computer anxiety but can be social media specific. In one experiment, instruction-based training led to better usability ratings than more exploratory learning techniques such as self-use tutorials (Cowan & Jack, 2011). While these findings were the result of an experiment involving first-year students, they are likely to be even truer in a workplace where employees have limited time to 'play' with a new application.…”

Section: User Skillsmentioning

confidence: 96%

A framework for increasing business value from social media

Trkman

2018

Economic Research-Ekonomska Istraživanja

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Organisations are investing heavily in various social media applications. Several case studies show that such undertakings may be promising at first glance, but often amount to little. More attention has to be paid to the factors that influence the business value of a social media application. The paper proposes a framework which argues that the business value of a social media activity depends on having a correctly identified purpose of its implementation (scope and targeted benefits), on the technological solution and also on user involvement (user groups, users' motivation and skills). The framework is evaluated with a longitudinal case study of a wiki in a software development company where an assessment of the business value of the wiki at two different points in time was made. The case study shows how the interplay of components led to failure at one time point and success at the other.

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Exploring the wiki user experience: The effects of training spaces on novice user usability and anxiety towards wiki editing

Cited by 25 publications

References 56 publications

Factors Impacting Teachers’ Adoption of Mobile Learning

Factors Impacting Teachers’ Adoption of Mobile Learning

Wikis and collaborative learning in higher education

A framework for increasing business value from social media

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