Post on 15-Jan-2017
Techno-heutagogy model
Pupils usability of multimedia-based eLearning resources, in Kenyan primary schools
by
Dr. Makingu MondiDirectorate of eLearningKenyatta University
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1
Objectives
Theoretical Conceptual framework
Background to the study
Research findings, applicationand Conclusion
researchPupils usability of multimedia-based eLearning resources, in Kenyan primary schools
2
3Digital Literacy Programme (DLP)
digi- schoolconcept
Several tenetsVision 2030
To equip students with IT competence at an early age; to prepare them for knowledge economy (k-e) KENYASTo re-emphasise science and technology in education, with a focus on creativity and innovationBackground to the studyDigiSchool concept underpins the DLP
3
4
Rural schoolUrban schoolPeri-urban school47 x 3 = 141
Plus 9Special schools
Total = 1506 primary schools
2 Urban Pri. schools
2 Peri-urban Pri. schools
2 Rural Pri. schools150 pilot primary schools, DLP
Out of
22,000 public primary schools in all the 47 counties, in KenyaGoK thro MOEST has enlisted
digiSchoolconcept
5
Pupils are excited to have the tablets, but are they learning anything?
Some of the emerging issuesThe introduction of eLearning resources in schools raises some pertinent issues that may influence pupils learning experience
Techno-savvyNeed scaffolding
The notion that all pupils are techno savvyAlthough todays pupils are regarded as being technology savvy, there is a danger of underestimating the support they need in order to utilise eLearning resources
ScaffoldingGuidance
Scaffolding On how:(1) Operate complex ICT-based learning environment, embedded with unfamiliar navigational and browsing features
as well asOn how , (2) to integrate technology in learning core subjects like Science and mathematics
Left on their own, some pupils . Not all pupils are techno-savvy some need assistance, guidance and scaffolding
Overwhelming: and experience information overload
intimidatingDisorientation or Cognitive dissonance
Scary gadgetsAfraid and fearful
In a nutshell these are some of the emerging issuesFor eLearning systems to succeed, particularly the Kenyass DLP, these issues must be addressed:poor eCourseware design - some of the digital content is in textbook format (not as interactive as digital learners expect)information overload disorientation or cognitive dissonanceapplication of computer skills to their learning context learn core subjects like Science and Mathematics
In the context of this research, we examineall these issues as aspects of pupils COMMUNICATION BEHAVIOUR
13Purpose of the Study
Pupils Usability of multimedia-based eLearning resources
their Perceived eLearning ExperienceOverarching Research Question?For e-learning resourcesinfluenceshow and whyCommunication behaviour
Academic performanceTechnically problem statement
13
pupils Learning needs
To answer this question that asks how and why, we considered pupils learning needs, using multimedia-based digital content, in terms of various Usability parameters:
Perceived Ease-of-Use
Perceived Usefulness
Perceived Enjoyment
Perceived Attractiveness
Perceived Transparency
And of course, how these influence their:
PERCEIVED eLearning Experienceusability parameters
Academic performancederived from Technological Acceptance Model (TAM)Expectancy-value theory
This template can be used as a starter file for presenting training materials in a group setting.
SectionsRight-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors.
NotesUse the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production)
Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale.
Graphics, tables, and graphsKeep it simple: If possible, use consistent, non-distracting styles and colors.Label all graphs and tables.
14
Operational definitions of conceptsUsability: easy to learn, easy to use or intuitive to use the multimedia-based eLearning resources
Various parameters used to determine this USABILITY
Perceived Ease-of-Use
Perceived Usefulness
Perceived Enjoyment
Perceived Attractiveness
Perceived Transparency
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Operational definitionsand indicatorsDevelop conceptual framework
16Usability Conceptual frameworkPEOU
PU
PA
PT
PE
P. e-Learning Experiencepupils learning needs (independent constructs)pupils expectations(dependent construct)USABILITY FACTORS:PEOU Perceived Ease-of-UsePU Perceived UsefulnessPE Perceived EnjoymentPA Perceived AttractivenessPT Perceived Transparency
16The first hypothesis is represented by H1 : 1 1 (pupils Cognitive Uses and Expectancy for e-learning resources is positively related to Students Perceived e-Learning Experience)The second hypothesis is represented by H2 : 2 1The third hypothesis is represented by H3 : 3 1The fourth hypothesis is represented by H4 : 4 1The fifth hypothesis is represented by H5 : 5 1
And these are the corresponding parameters 1,1, 1,2, 1,3, 1,4 , and, 1,5 respectively
The parameters refer to the standardised structural coefficients or standardised regression weights
Students Perceived e-Learning Experience is given by this regression equation, 1 = 1,1 1 + 1,22+ 1,3 3 + 1,44+ 1,5 5 + 1
This equation captures the UGEMs predicative capability
This then, is the Uses and Gratification Equation Model (UGEM).
So what is the significance of this study?
17Usability Conceptual frameworkPEOU
PU
PA
PT
PE
P. e-Learning Experience
USABILITY FACTORS:PEOU Perceived Ease-of-UsePU Perceived UsefulnessPE Perceived EnjoymentPA Perceived AttractivenessPT Perceived Transparencyregression
17The first hypothesis is represented by H1 : 1 1 (pupils Cognitive Uses and Expectancy for e-learning resources is positively related to Students Perceived e-Learning Experience)The second hypothesis is represented by H2 : 2 1The third hypothesis is represented by H3 : 3 1The fourth hypothesis is represented by H4 : 4 1The fifth hypothesis is represented by H5 : 5 1
And these are the corresponding parameters 1,1, 1,2, 1,3, 1,4 , and, 1,5 respectively
The parameters refer to the standardised structural coefficients or standardised regression weights
Students Perceived e-Learning Experience is given by this regression equation, 1 = 1,1 1 + 1,22+ 1,3 3 + 1,44+ 1,5 5 + 1
This equation captures the UGEMs predicative capability
This then, is the Uses and Gratification Equation Model (UGEM).
So what is the significance of this study?
18Usability Conceptual frameworkPEOU
PU
PA
PT
PE
P. e-Learning Experience
USABILITY FACTORS:PEOU Perceived Ease-of-UsePU Perceived UsefulnessPE Perceived EnjoymentPA Perceived AttractivenessPT Perceived Transparencycorrelational
18The first hypothesis is represented by H1 : 1 1 (pupils Cognitive Uses and Expectancy for e-learning resources is positively related to Students Perceived e-Learning Experience)The second hypothesis is represented by H2 : 2 1The third hypothesis is represented by H3 : 3 1The fourth hypothesis is represented by H4 : 4 1The fifth hypothesis is represented by H5 : 5 1
And these are the corresponding parameters 1,1, 1,2, 1,3, 1,4 , and, 1,5 respectively
The parameters refer to the standardised structural coefficients or standardised regression weights
Students Perceived e-Learning Experience is given by this regression equation, 1 = 1,1 1 + 1,22+ 1,3 3 + 1,44+ 1,5 5 + 1
This equation captures the UGEMs predicative capability
This then, is the Uses and Gratification Equation Model (UGEM).
So what is the significance of this study?
19Usability Conceptual frameworkPEOU
PU
PE
PT
PE
Perceived eLearning Experience
USABILITY FACTORS:PEOU Perceived Ease-of-UsePU Perceived UsefulnessPE Perceived EnjoymentPA Perceived AttractivenessPT Perceived Transparency
19The first hypothesis is represented by H1 : 1 1 (pupils Cognitive Uses and Expectancy for e-learning resources is positively related to Students Perceived e-Learning Experience)The second hypothesis is represented by H2 : 2 1The third hypothesis is represented by H3 : 3 1The fourth hypothesis is represented by H4 : 4 1The fifth hypothesis is represented by H5 : 5 1
And these are the corresponding parameters 1,1, 1,2, 1,3, 1,4 , and, 1,5 respectively
The parameters refer to the standardised structural coefficients or standardised regression weights
Students Perceived e-Learning Experience is given by this regression equation, 1 = 1,1 1 + 1,22+ 1,3 3 + 1,44+ 1,5 5 + 1
This equation captures the UGEMs predicative capability
This then, is the Uses and Gratification Equation Model (UGEM).
So what is the significance of this study?
20Possible hypothesesPEOU1PU2PE4
PT5PE3
P. e-Learning Experience1
H2H3
H4
H5H1
USABILITY FACTORS:PEOU Perceived Ease-of-UsePU Perceived UsefulnessPE Perceived EnjoymentPA Perceived AttractivenessPT Perceived TransparencyTo test
20The first hypothesis is represented by H1 : 1 1 (pupils Cognitive Uses and Expectancy for e-learning resources is positively related to Students Perceived e-Learning Experience)The second hypothesis is represented by H2 : 2 1The third hypothesis is represented by H3 : 3 1The fourth hypothesis is represented by H4 : 4 1The fifth hypothesis is represented by H5 : 5 1
And these are the corresponding parameters 1,1, 1,2, 1,3, 1,4 , and, 1,5 respectively
The parameters refer to the standardised structural coefficients or standardised regression weights
Students Perceived e-Learning Experience is given by this regression equation, 1 = 1,1 1 + 1,22+ 1,3 3 + 1,44+ 1,5 5 + 1
This equation captures the UGEMs predicative capability
This then, is the Uses and Gratification Equation Model (UGEM).
So what is the significance of this study?
21Research Hypotheses
Research Hypotheses
H1:Pupils Perceived Ease of Use for multimedia-based eLearning resources is positively related to their Perceived eLearning Experience H2:Pupils Perceived Usefulness for multimedia-based eLearning resources is positively related to their Perceived eLearning ExperienceH3:Pupils Perceived Enjoyment for multimedia-based eLearning resources is positively related to their Perceived eLearning Experience H4:Pupils Perceived Attractiveness for multimedia-based eLearning resources is positively related to their Perceived eLearning Experience H5:Pupils Perceived Transparency for multimedia-based eLearning resources is positively related to their Perceived eLearning Experience
To test
21These FIVE hypotheses basically stem from the Gratification Expectancy concept. [TRANSITION, AS YOU CLICK ON THE ORANGE ICON] which refers to
Cognitive UGE refers to
Affective UGE refers to
Personal Integrative UGE refers to
Social Integrative UGE refers to
Entertainment UGE refers to
To test these hypotheses various research methods were used [TRANSITION TO RESEARCH METHODS SECTION]
22Research Hypotheses
22Research Methods
Research Methods
QualitativeandQuantitative
22These FIVE hypotheses basically stem from the Gratification Expectancy concept. [TRANSITION, AS YOU CLICK ON THE ORANGE ICON] which refers to
Cognitive UGE refers to
Affective UGE refers to
Personal Integrative UGE refers to
Social Integrative UGE refers to
Entertainment UGE refers to
To test these hypotheses various research methods were used [TRANSITION TO RESEARCH METHODS SECTION]
23Research Design
Participants
Teachers
Questionnaire(TAM)
Quantitative Data AnalysisResearch findings, Application and ConclusionResearch InstrumentsData AnalysisDocument ReviewsObservationPhoto, VideoFocus Group DiscussionsSemi-structured InterviewsDescriptive Statistics
Normality testsKMO tests, Reliability,& ValidityExploratory Factor Analysis(EFA)Confirmatory Factor Analysis(CFA)Structural Equation Modelling(SEM)
Research DesignPupilsQualitative Data AnalysisTRANSCRIPTIONTHEMATIC ANALYSIS12012
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Observation:facial expression,use of gestures on the touch-screen, Excited, neutral and bored/frustrated
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Focus Group Discussions - participation
Prototype testing: Prototype 1, Prototype 2PROTOTYPE 1: SciencePROTOTYPE 2: ScienceThe pupils were also asked to rate their preferences for :Multimedia-based eLearning resourcesPROTOTYPE 1: MathematicsPROTOTYPE 2: Mathematics
Prototype 1: SciencePrototype 2: SciencePerceived Ease-of-UsePerceived Ease-of-UsePerceived UsefulnessPerceived UsefulnessPerceived EnjoymentPerceived EnjoymentPerceived AttractivenessPerceived AttractivenessPerceived TransparencyPerceived Transparency
Prototype 1: MathematicsPrototype 2: Mathematics Perceived Ease-of-UsePerceived Ease-of-UsePerceived UsefulnessPerceived UsefulnessPerceived EnjoymentPerceived EnjoymentPerceived AttractivenessPerceived AttractivenessPerceived TransparencyPerceived Transparency
For Class One (Std. 1)
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QUANTITATIVE data collected was analysed
Using
MS Excel and SPSS PROTOTYPE 1PROTOTYPE 2
Results for Quantitative Data Analysis29
30Science Class-One-DLP
ACCEPTREJECTU S A B I L I T YRATINGSUSABILITY PARAMETERS:PEOU Perceived Ease-of-UsePU Perceived UsefulnessPE Perceived EnjoymentPA Perceived AttractivenessPT Perceived TransparencyPROT 2 Science PROT 1 Science yx
31Mathematics Class-One-DLPACCEPTREJECTU S A B I L I T YRATINGSUSABILITY PARAMETERS:PEOU Perceived Ease-of-UsePU Perceived UsefulnessPE Perceived EnjoymentPA Perceived AttractivenessPT Perceived TransparencyPROT 2 Mathematics PROT 1 Mathematics
Research findings Todays digital learners expect interactive multimedia-based digital content
This digital generation of learners expect and demand:Random accessInteractivityInstantaneityEngagement (immersive, multi-senses)Mobile-learning: digital tablets
Conclusion
help to detect pupils preferences, expectations and learning difficulties
guide educators and designers to develop suitable eLearning resources that fulfil digital generation pupils learning needs and expectation
help facilitators to scaffold, guide and support pupils learning experiences in a blended learning strategyUsability Conceptual Framework
Thank you for your attention
34
Q & A
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Cognitive UGE
Perceived Ease-of-Use
Easy to navigate around the digital contentQuickly find a function User-friendly systemEasTy to use the system
strandedNeed to be shown what to doTrouble in switching on the tablets1
36
Cognitive UGE
Perceived Usefulness
Displayed information is:useful interestingadds value to the learning experience
2
37
Cognitive UGE
Perceived Enjoyment
Digital content is entertainingUsing the system (tablet and digital content) is a pleasant experienceLike using the systemUse the system to learn
3
38
Cognitive UGE
Perceived Attractiveness
The system looks attractiveDigital content is pleasantly organizedAttractive layout of displayed informationColours used are attractive
4
39
Cognitive UGE
Perceived Transparency
Displayed information is:easy to seeeasy to understandclearThe steps to perform a task are easy to: followunderstand
5
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Observation guidelinesFocus Group DiscussionQuestionnaireInterview schedulesVariablesPerceived Ease-of-UsePerceived UsefulnessPerceived EnjoymentPerceived AttractivenessPerceived Transparency
Research instruments
Use of wifi connectivity
Issues:
Teachers may not have the necessary skills to connect the Teachers laptop, and the pupils tablet
Use of wifi connectivity
Issues:
Teacher able to see all the pupils who are logged on
Use of wifi connectivity
PROJECTOR
Teacher able to control what appears on the pupils tablet, and what is projected
Use of wifi connectivity
Issues:
Teachers may not have the necessary skills to connect the Teachers laptop, and the pupils tablet
46Research Instruments
Research Instruments
Q = Questionnaires (pupils)
I = Semi-structured interviews (teachers)
FGD = Focus Group Discussions (pupils)
OD= Observation and Document reviews (multimedia-based digital content evaluations)
QFGDIODTriangulation
improve reliability and validity of the data
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Triangulation refers to the use combination of different methods to study same phenomenon. Improves reliability and validity (Descombe, 2003)
Triangulation helps to buttress weakness in questionnaire, and improve reliability and validity
TriangulationResearch scholars are in agreement that triangulation is a valuable strategy that involves the, use of multiple data gathering techniques to investigate the same phenomenon. This is interpreted as a mutual confirmation of measure and validation of findings (Berg, 2001, p. 5), each of these strategies can be improved significantly through the triangulation of methods (p. 287). Consequently, the data from qualitative methods and quantitative methods will be analysed and interpreted in the light of each other, the important feature of triangulation is not the simple combination of different kinds of data but the attempt to relate them so as to counteract the threats to validity in each (p.5). In this study both methodological triangulation and data triangulation will be applied. Methodological triangulation entailed combining both quantitative and qualitative approaches. (Robson, 2002, p.174), while data triangulation involved the use of more than one method of data collection, in this case: More than one type of data collection will be used in this case: participatory observation, students self-administered questionnaire, pupils focus group discussions (FGDs), facilitators self-administered questionnaire, and in-depth interview with the facilitators.
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Problem statementPupils Usability of multimedia-based eLearning resources influences their Perceived eLearning Experience
pupils communication behaviour influences their academic performancetechnically
47
Communication behaviour academic performanceThe notion that pupils are techno-savvy/confident, and can readily use technology to enrich their learning experience, may not be entirely valid in all cases
The problem is that pupils communication behaviour, or usability in this context, influences their academic performance
research instruments and Variables measured VariablesPerceived Ease-of-UsePerceived UsefulnessPerceived EnjoymentPerceived AttractivenessPerceived Transparency
Observation
Focus Group Discussion with the pupils
Administered questionnaires pupils
Semi-structured with interviews with the teachers
50
staticDynamic movement: visually, Audio: hearAnimate this particular one for presentation purposes
PROTOTYPE 1PROTOTYPE 2
Implementation of research findings(i) to detect pupils preferences, expectations and learning difficulties
53The USABILITY conceptual framework provides a method:
Implementation of research findings(ii) to help facilitators to guide and support pupils learning experiences in a blended learning strategy
54The USABILITY conceptual framework provides a method:
Implementation of research findings(iii) to guide teachers, pupils, educators, e-courseware developers and researchers to ascertain the efficacy of e-learning systems intended to enhance pupils learning experience
55The UGE model will provide a framework:
The USABILITY conceptual framework provides a method:
Implementation of research findings(iv) to forecast the success of integration of eLearning resources in the school-curriculum that promises to enhance pupils learning experience
56The USABILITY conceptual framework provides a method:
Implementation of research findings(v) to direct the design and development of suitable eLearning resources that fulfill pupils learning needs and expectations57The USABILITY conceptual framework provides a method:
Interactive-immersive eContent
Random accessInteractivityInstantaneityEngagement (immersive, multi-senses)Mobile-learning
Interviews with the teachers: excerpts
Two to three weeks training on how to integrate ICT in lesson-delivery, was not adequate
Teachers lack technical-expertise in using computers in classroom
Effective training . depends on various factors, such as: the level of teacher education, socioeconomic context, training resources, and even teachers pedagogical beliefs
Training teachers to adopt and integrate new computingtechnologies is critically important for the success of DLP
Interviews with the teachers: excerpts
Handling over 40 pupils, per class session, all fidgeting with the tablets, is not an easy task; given their short attention span
Pupils are not allowed to take the tablets with them to their homes
Some of the tablets are not functioning well; normally, taken to the suppliers for repair e.g JKUAT, Moi University
Some teachers focusing too much on technology
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62Strongly DisagreeDisagree NeutralAgreeStronglyAgree 12345 Perceived Ease-of-UseIt is easy to navigate around the digital content2. I can quickly find the function I need3. I think it is a user-friendly system4. I find the system easy to use
Instruments:Reliability = 0.65Validity- Use SPSS
63Strongly DisagreeDisagree NeutralAgreeStronglyAgree 12345B. Perceived Usefulness1. I find the displayed information useful in the performing tasks2. The displayed information is interesting to me, in performing tasks3. The displayed information adds value when performing tasks4. I find the displayed information important in the performing tasks
64Strongly DisagreeDisagree NeutralAgreeStronglyAgree 12345C. Perceived Enjoyment1. I find the system overall an entertaining one2. I find using the system to be pleasurable3. I like using the system4. Using this system would enable me to learn many things
65Strongly DisagreeDisagree NeutralAgreeStronglyAgree 12345D. Perceived Attractiveness1. Overall, I find that the system looks attractive2. The layout of displayed information is attractive3. The displayed information is pleasantly organized4. The colours that are used are attractive
66Strongly DisagreeDisagree NeutralAgreeStronglyAgree 12345E. Perceived Transparency 1. The displayed information is easy to see2. 2. The displayed information is easy to understand3. 3. The displayed information is clear4. The steps to perform a task are easy to follow
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PROTOTYPE 1PROTOTYPE 2Already colouredPupils have opportunity to colour
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PROTOTYPE 1PROTOTYPE 2Textbook formatinteractivity
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PROTOTYPE 1PROTOTYPE 2armlegschestheadneck Textbook formatDrag-and drop (interactivity)
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PROTOTYPE 1Textbook format
chesthead
legarmneckPROTOTYPE 2Touch-screen gesturesor point-and-click
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matchessunfirewoodfireflyPROTOTYPE 1PROTOTYPE 2
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PROTOTYPE 1PROTOTYPE 2staticdynamic
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A B CPROTOTYPE 1PROTOTYPE 2
75
PROTOTYPE 1PROTOTYPE 2
Focus Group Discussion
Focus Group Discussion
Self-regulated learningCollaborative learningScaffolding: guidanceTeacher-led learning
Varying class ecologies:Participation that were establisheddiscourses that were encouragedGroup discussion learning
79Research Hypotheses
79Research Methods
Research Methods
Research DesignResearch InstrumentsSampling methodData Collection methodsTRIANGULATION: BOTH QUANTITATIVE AND QUALITATIVE RESEARCH METHODSQualitativeandQuantitative
79These FIVE hypotheses basically stem from the Gratification Expectancy concept. [TRANSITION, AS YOU CLICK ON THE ORANGE ICON] which refers to
Cognitive UGE refers to
Affective UGE refers to
Personal Integrative UGE refers to
Social Integrative UGE refers to
Entertainment UGE refers to
To test these hypotheses various research methods were used [TRANSITION TO RESEARCH METHODS SECTION]
Focus Group Discussion
TraumatisingSome find the tablet to be puzzling and traumatising