“more heads around a screen“ pilot findings from a study on the use of tablet pcs to support...
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“ More Heads Around A Screen“
Pilot Findings From A Study On The Use of Tablet PCs To Support Collaborative Learning
George D.T., Passerini, K., Jones, Q., Hiltz, S.R., Manikopoulos, C. New Jersey Institute of Technology
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Summary
This research provides a proposed framework in which to examine the use of Tablet PCs for collaborative team-based learning.
It contributes to a further understanding of the influence of the TAM on computer mediated collaboration and instruction; and the possible impacts on learning
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Overview
Literature Background Educational Uses of the Tablet PC
Collaborative Learning Collaborative Learning with Tablet PC
Framework Task Results
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Educational Uses of the Tablet PC
In the educational literature, tablet PCs (TPC) have found to be supportive of :
Lecturing Note-Taking Instructor-Student
Interaction Student-Student
Interaction Grading
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Tablet PC education enhancements - Lecturing
Lecturing with the TPC
Allows lecturer to add impromptu annotations to slides or to create new drawings/diagrams using “digital ink”
“Digital Ink” allows more flexibility of expression in responding to questions.
Allows archiving drawings/annotations for later review and reference.
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Tablet PC education enhancements – Note Taking
Note-taking with the TPC
Allows students to make personalized annotations to the lecturers slides using “digital ink”.
TPC allows free-hand note-taking
Allows for easy archiving and sharing of digital notes.
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Tablet PC education enhancements – Interaction
Teacher-Student, Student-Student
InteractionWhen TPCs are networked: Students may draw directly on
instructors slides during a lecture (for the whole class to see…as instructor allows).
Highly flexible/interactive classes where students may use the TPC to solve problems and respond to the instructor’s questions with “digital Ink”.
Students may take notes collaboratively using “digital ink” and share freehand annotations in real-time.
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Tablet PC education enhancements – Grading
Grading
TPC allows instructors to annotate and comment on students work with “digital ink”
Provides an excellent tool for peer review and peer grading of assignment.
Archival nature of digital documents make them readily distributable and available for future reference.
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.
XXHulls, Carol C. W.
XGolub, 2004
XXXXXPeiper et al 2005
XXXXXBerque et al 2004
XXBeavers, et al 2004
XXXAnderson, et al 2005
XXAnderson, et al, 2003
XAnderson, et al, 2004
GradingStudent-Student-
InteractionTeacher-Student-
InteractionCollaborative-
Learningte-Taking
Lecturing-Presentation
Authors
TPC Summary Table
XXHulls, Carol C. W.
XGolub, 2004
XXXXXPeiper et al 2005
XXXXXBerque et al 2004
XXBeavers, et al 2004
XXXAnderson, et al 2005
XXAnderson, et al, 2003
XAnderson, et al, 2004
GradingStudent-Student-
InteractionTeacher-Student-
InteractionCollaborative-
Learningte-Taking
Lecturing-Presentation
Authors
TPC Summary Table
GradingStudent-Student-
InteractionTeacher-Student-
InteractionCollaborative-
Learningte-Taking
Lecturing-Presentation
Authors
XXXXXWillis and Miertschin,2004
XXWilkerson et al, 2005
XWard and Tatsukawa,2003
XRahul et al, 2005
XXXXPérez-Quiñones et al, 2004
XXXXXKam et al 2002
XKim et al 2004
XXXXXKam, M., et al, 2005
GradingStudent-Student-
InteractionTeacher-Student-
InteractionCollaborative-
Learningte-Taking
Lecturing-Presentation
Authors
XXXXXWillis and Miertschin,2004
XXWilkerson et al, 2005
XWard and Tatsukawa,2003
XRahul et al, 2005
XXXXPérez-Quiñones et al, 2004
XXXXXKam et al 2002
XKim et al 2004
XXXXXKam, M., et al, 2005
no
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Collaborative Learning with TPCs
Computer Supported Collaborative Learning - Students generate knowledge through the interaction with their peers through the help of computers/technology.
Given the flexibility of expression / communication that the TPC allows, it is anticipated that the TPC may be an ideal tool to support collaborative learning activities.
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Framework Framework Constructs for Pilot Study Using the TPC
for Collaborative Learning
Motivation Enjoyment* Ease of use* Usefulness* Perceived learning outcomes Self efficacy* Collective efficacy Time management strategies Intention to use*
*Based on the Technology Acceptance Model (TAM).
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HypothesesWhen Using the TPC for Collaborative Learning:
H1a & b: Higher degrees of motivation and enjoyment will increase perceived learning outcomes.
H2a & b: Higher degrees of perception of “usefulness” and “ease of use” that individuals experience will increase the degree of intention to use it for future tasks.
H3a & b: Higher degrees of the perception of “ease of use” and “usefulness” of the TPC that individuals experience will increase the intention to use the TPC for time management.
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HypothesesWhen Using the TPC for Collaborative Learning
H4a & b: Higher degrees of perception of “usefulness” and “ease of use” that individuals experience will increase Perceived Learning Outcomes.
H5a & b: the higher degrees of self efficacy and collective efficacy expressed by participants will increase Perceived Learning Outcomes.
H6a & b: the higher degrees of self efficacy expressed by participants will increase Perceived Ease of Use and Usefulness
H7: the higher degrees of enjoyment expressed by participants will increase collective efficacy
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Collaborative Learning with Tablet PC Pilot Research
Framework
Teams w/t Tablet PCs
Motivation
Enjoyment
Ease of Use
Usefulness
Self Efficacy
Collective Efficacy
Perceived/Actual Learning Outcomes
Intention to Use
Time Mgt Strategies
Enhanced Communication/ Expression
H1a
H1b
H2a
H2b
H3a
H3b
H4a H4b
H5a
H5b
H6a
H6b
H7
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The Task Course: Knowledge
Management (MGMT- 650 )
Took place over a 4 week time frame (4 different exercises)
Students organized into 10 different teams
1 TPC per Team
Teams alternated each week using the TPC
Students had varying amounts of exposure to using the TPC (from 5 minutes to a week)
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The Survey and Subjects A 46 item survey was administered at
the end of the semester. 33 out of 40 study participants responded.
Gender Demographics 21 males 8 Females 4 provided no gender information
Most of the participants declared of being between 18-35 yrs old
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Results (Based on 7 Point scale)Construct Means Stdev
Motivation 4.85 1.11
Enjoyment 4.82 1.55
Ease of Use 4.38 1.43
Usefulness 3.26 1.60
Intention to Use 4.69 1.69
Self Efficacy 4.44 1.14
Collective Efficacy 4.29 0.88
Time Management 4.38 1.79
Perceived Learning Outcomes 4.08 1.21
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Results and Analysis
All constructs yielded “> 4” except Perceived Usefulness
Population was nearly equally divided based on “Usefulness” construct.
Divided population into 2 groups based on “Usefulness” construct.
The 2 groups differed significantly on all constructs except Self and Collective Efficacy.
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High/Low “Usefulness” Analysis
High Usefulness Low Usefulness T-test
Construct Mean Var. Mean Var. p
Motivation 4.49 0.93 5.15 1.31 0.04
Enjoyment 5.71 0.70 4.07 2.22 0.00
Ease of Use 5.02 1.23 3.85 1.78 0.00
Usefulness 4.77 0.79 2.00 0.47 0.00
Intention to Use 5.82 0.52 3.74 2.87 0.00
Self Efficacy 4.69 0.72 4.10 1.74 0.12
Collective Efficacy 4.46 0.57 4.16 0.95 0.17
Time Management 5.63 0.72 3.30 2.96 0.00
Perceived Learning 4.96 0.56 3.36 1.05 0.00
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Bivariate Correlation AnalysisSignificance: “****” => α=0.01, “***” => α=0.025, “**” => α=0.05,“*” => α=0.10
All constructs showed statistically moderate to strong correlations (Pearson’s R)
Motivation Enjoyment Ease of Use Usefulness
Motivation Enjoyment Ease of Use Usefulness
Motivation 1.00
Enjoyment 0.04 1.00
Ease of Use -0.05 ****0.68 1.00
Usefulness **-0.31 ****0.66 ****0.57 1.00
ITU 0.05 ****0.86 ****0.58 ****0.69
Self Efficacy 0.17 0.01 -0.04 *0.27
CE 0.17 ****0.46 ****0.44 *0.28
TM -0.11 ****0.66 ****0.43 ****0.67
PLO 0.11 ****0.68 ****0.46 ****0.80
CEnh 0.03 ****0.68 ****0.59 ****0.56
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Bivariate Correlation Analysis – cont’Significance: “****” => α=0.01, “***” => α=0.025, “**” => α=0.05,“*” => α=0.10 All constructs showed statistically moderate to strong
correlations (Pearson’s R)
ITUSelf
Efficacy CE TM PLO CEnh
ITU 1.00
Self Efficacy 0.03 1.00
CE ***0.37 -0.03 1.00
TM ****0.71 0.14 **0.30 1.00
PLO ****0.67 **0.32 ****0.51 ****0.67 1.00
CEnh ****0.55 0.13 ****0.49 ****0.44 ****0.68 1
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Framework & Hypotheses
Teams w/t Tablet PCs
Motivation
Enjoyment
Ease of Use
Usefulness
Self Efficacy
Collective Efficacy
Perceived/Actual Learning Outcomes
Intention to Use
Time Mgt Strategies
(+) H1a not supported R=0.11(-) H6a Not supported R=-0.04“*” means significant at the α = 0.10 level. “**” means significant at the α = 0.05 level. All other values of R shown are significant at the α = 0.01 level
(+)H1b supportedR=0.68
(+) H2a supportedR=0.58
(+) H2b supportedR=0.69
(+)H3a supportedR=0.43(+)H3b supported
R=0.67
(+)H4a supportedR=0.46
(+)H4b supportedR=0.80
(+)H5a supported**R=0.32
(+)H5b supportedR=0.51
H6a
(+)H6b supported*R=0.27
(+)H7 SupportedR=0.46
H1a
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Findings and Impressions
Overall bivariate correlation show a general support for the hypotheses, except for
Unsupported: “Self Efficacy” – No significant correlation with “Ease of Use” (contrary to TAM)
Unsupported: “Motivation” in this situation – No significant correlation with Perceived Learning
TAM corroborated by findings concerning “Enjoyment”, “Ease of Use”, “Usefulness” and
“Intention to Use”
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Findings and Impressions – Cont’ TAM may also explain Perceived Learning
Outcomes and Time Management Strategies
“Usefulness” has a very strong correlation
with Perceived Learning Outcomes (R=0.80)
Groups differing on “Usefulness” differ on every other construct except Self and Collective Efficacy
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Findings and Impressions – Cont’ “ Motivation” negatively correlated with
“Usefulness” (did tool fit the task?)
“Self Efficacy” only positively correlated with
Perceived Learning Outcomes (…self-directed learning)
“Collective Efficacy” – significant correlation with “Ease of Use” (group dynamics?).
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LIMITATIONS AND FUTURE RESEARCH
The TPC didn’t facilitate group communication (served more as group repository)
1 TPC per group and limited practice with it (ie Steep learning curve)
All groups were able at some point to use the TPC.
Future Research will use control groups (some with TPCs others without)
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LIMITATIONS AND FUTURE RESEARCH – Cont’Future research will examine:
Effects of the TPCs more flexible means of expression (Communication Enhancement)
The effects of social influence on Technology Acceptance (TAM2)
Larger/more classes will be examined (only 33 students surveyed)
Apparent strong influence of “Usefulness” (Implies a need for discovery of best practices for TPC- based Collaborative Learning)
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Contributions and Conclusions
The Technology acceptance model in addition to explaining Intention to Use, may also explain or exert a positive influence on Perceived Learning Outcomes and Time Management Strategies.
Perceived Usefulness - very strong role in the successful use of the TPC in supporting collaborative team-based learning (tool must fit task)
Collective Efficacy - seems to be a stronger determinant of Ease of Use than individual Self Efficacy as it concerns collaborative learning with TPC and TAM
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Contributions and Conclusions
ACKNOWLEDGEMENTS
This research is partially supported by grants from the National Science Foundation ( NSF CISE 0454081 and 0534520). The opinions expressed are those of the authors and may not reflect those of the National Science Foundation..
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