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

15

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

40

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

74

A B CPROTOTYPE 1PROTOTYPE 2

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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