Factors influencing teachers' adoption of a ubiquitous technology application in supporting teacher performance

Chen, Chao-Hsiu; Chen, Shih‐Hsuan; Hwang, Gwo‐Jen; Yang, Tzu-Chi

doi:10.1504/ijmlo.2010.029953

Cited by 9 publications

(8 citation statements)

References 26 publications

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“…A number of usability-related issues mentioned by these students in the focus groups were quite similar to what is already revealed in the literature, including smaller screen size, rapid battery consumption, smaller memory and storage capabilities, difficulty of attaching large files, not being able to perform tasks requiring heavy processing, some tasks taking more time and more steps, smaller keypad and at times compromised mobile internet speed (Chen, Chen, Hwang, & Yang, 2010;Kiili, 2002;Kukulska-Hulme, 2005;Uther, 2002;Wei, Zhuo, & Zhang, 2008).…”

Section: Discussion and Findingssupporting

confidence: 72%

“…To summarize common usability issues discussed by the participants of the focus groups, the usability tree in Figure 1 shows the usability node and associated child nodes as outcome from the analysis of the focus groups' interview sessions with Pakistani university students. It is important to note that these are also some of the common usability issues found in mobile learning literature (Chen, et al, 2010;Churchill & Hedberg, 2008;Daniel Su Kuen, 2006;Kukulska-Hulme, 2005). Results of this study confirmed what has been reported in literature in terms of common mobile device usability issues for learning purposes.…”

Section: Discussion and Findingsmentioning

confidence: 98%

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Usability issues in mobile learning: Students’ perceptions in Pakistani universities

Imtinan¹,

Chang²,

Issa³

2013

12th World Conference on Mobile and Contextual Learning (mLearn 2013)

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Usability in mobile devices, for learning, has drawn researchers' attention since the term mobile learning has been coined in teaching and learning arenas. Current mobile devices in the market have ignored the design and styles for learning purposes. Although mobile devices have some features for games purposes, there are other important usability characteristics that ought to be considered to support learning. Therefore, mobile learning researchers need to investigate the learning options with the available capabilities of mobile devices. Students in developing countries reported more problems related to usability based on their individual experiences dealing with mobile devices for learning purposes. This paper aims to identify the implications of usability in mobile devices for learning based on research conducted in Pakistan.

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Section: Discussion and Findingssupporting

confidence: 72%

Section: Discussion and Findingsmentioning

confidence: 98%

Usability issues in mobile learning: Students’ perceptions in Pakistani universities

Imtinan¹,

Chang²,

Issa³

2013

12th World Conference on Mobile and Contextual Learning (mLearn 2013)

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“…Students can learn wherever they are [3] [10]. Mobile learning perspective can be classified into four, they are techno-centric, e-learning focus, formal education instrument and student-centered learning [11][12] [13]. Nowadays, technology empowerment at schools is used to ensure the implementation of effective learning with new opportunities and to encourage better learning performance [7][9] [10].…”

Section: Definition Of Mobile Learningmentioning

confidence: 99%

Which Mobile Learning is More Suitable on Physics Learning in Indonesian High School?

Sulisworo

Yunita²,

Komalasari³

2017

Int. J. Recent Contrib. Eng. Sci. IT

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Abstract-The use of mobile learning tool has controversy in Indonesian schools. Some teachers feel that it would interfere with the learning process in the classroom, but at the same time teachers saw a lot of potential of mobile technology. The goal of this study is to observe secondary schools on facilitating students through the use of mobile learning. This research is descriptive qualitative evaluations on the assembling mobile learning in several secondary schools in several regions in Indonesia during 2014-2015. The results of this study indicate that some of the schools that have implemented mobile learning, there is a tendency that mobile learning was not in a planned and structured as a school program. Two things are important to solve this condition are the availability of government policy and increase literacy teachers in managing mobile learning application.

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“…This learning can be done anywhere by students whenever they have the available mobile technology [6], [7]. The perspectives of mobile technology can be grouped into four those are: techno-centric, focus on e-learning, formal education components, and student-centered learning [3], [4], [8], [9]. Nowadays, the emphasis on technology at school is to ensure the effective learning implementation with new opportunities and to drive better learning performances [5], [7], [10].…”

Section: A Mobile Learning Definitionmentioning

confidence: 99%

E-Learning Impacts on Critical Thinking Skills in Science Learning

Sulisworo*,

Kusumaningtyas,

Handayani

2019

IJRTE

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Learning in the 21st-century demands learning outcomes which are relatively different to the previous ones; they are well-known as 4C (collaboration, critical thinking, creativity, and communication). The rapid development of information and communication technology makes information in various needs easier to be accessed. This new requirement drives to the needs of learning innovation development. Theory, concept and cooperative or collaborative learning practice are believed by educators to have significant benefits on the development and the enhancement of student capabilities and skills on the various educational level. This research aims to find out how online cooperative learning implemented with various applications influences the increase of critical thinking skills as one of higher order thinking skills. The research method used was quantitative research with the ANOVA method. The data used was secondary data obtained from previous analyses conducted by the researcher together with students. The research stages started by tracing the results of previous studies and re-tabulated them following variables to be researched. Next, the preconditioning test on the results obtained was done to be used on the selected statistical analysis. From the outcome of this research, it can be concluded that there is an influence of online cooperative learning implementation towards critical thinking skill enhancement of secondary school students. In this research, it appears that the highest averages of critical thinking skill score are obtained for blended learning (79.08), discussion facilitated PhET (77.03), TPS with OER (69.87) sequentially for the top three. From the deviation score, the lowest deviations are PBL using OER (6.34), discussion facilitated PhET (6.66), and blended learning (6.67) sequentially from the lowest. Besides, there is a difference of influence among various strategies of online cooperative learning. With F-test, it seems that there is a significant influence of learning strategy towards the performance or critical thinking skill score with a significant level of 5%. Blended learning has an influence which is significantly not different (0.961) to discussion facilitated PhET. PBL using OER has an impact which is significantly not different (0.134) to Student Worksheet. However, with others, the influence is significantly different on the enhancement of critical thinking skills.

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Factors influencing teachers' adoption of a ubiquitous technology application in supporting teacher performance

Cited by 9 publications

References 26 publications

Usability issues in mobile learning: Students’ perceptions in Pakistani universities

Usability issues in mobile learning: Students’ perceptions in Pakistani universities

Which Mobile Learning is More Suitable on Physics Learning in Indonesian High School?

E-Learning Impacts on Critical Thinking Skills in Science Learning

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