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“More Heads Around A Screen“ Pilot Findings From A Study On The Use of Tablet PCs To Support Collaborative Learning ge D.T. , Passerini, K., Jones, Q., Hiltz, S.R., Manikopoulos, New Jersey Institute of Technology

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Page 1: “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,

“ 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

Page 2: “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,

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

Page 3: “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,

Overview

Literature Background Educational Uses of the Tablet PC

Collaborative Learning Collaborative Learning with Tablet PC

Framework Task Results

Page 4: “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,

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

Page 5: “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,

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.

Page 6: “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,

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.

Page 7: “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,

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.

Page 8: “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,

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.

Page 9: “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,

.

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

Page 10: “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,

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.

Page 11: “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,

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).

Page 12: “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,

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.

Page 13: “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,

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

Page 14: “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,

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

Page 15: “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,

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)

Page 16: “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,

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

Page 17: “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,

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

Page 18: “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,

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.

Page 19: “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,

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

Page 20: “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,

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

Page 21: “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,

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

Page 22: “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,

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

Page 23: “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,

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”

Page 24: “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,

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

Page 25: “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,

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?).

Page 26: “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,

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)

Page 27: “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,

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)

Page 28: “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,

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

Page 29: “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,

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..

Page 30: “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,

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