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, Q., Hiltz,
S.R., Manikopoulos, C. New Jersey Institute of
Technology
2
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

3
Overview

• Literature Background
• Educational Uses of the Tablet PC
• Collaborative Learning
• Collaborative Learning with Tablet PC
• Framework
• Task
• Results

4
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

5
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.

6
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.

7
Tablet PC education enhancements Interaction

• Teacher-Student, Student-Student Interaction
• When TPCs are networked
• Students may draw directly on instructors slides
  during a lecture (for the whole class to seeas
  instructor allows).
• Highly flexible/interactive classes where
  students may use the TPC to solve problems and
  respond to the instructors questions with
  digital Ink.
• Students may take notes collaboratively using
  digital ink and share freehand annotations in
  real-time.

8
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.

9
no

• .

10
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.

11
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).

12
Hypotheses

• When 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.

13
Hypotheses

• When 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

14
Collaborative Learning with Tablet PC Pilot
Research Framework
15
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)

16
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

17
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
18
Results and Analysis

• All constructs yielded gt 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.

19
High/Low Usefulness Analysis
High Usefulness High Usefulness Low 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
20
Bivariate Correlation AnalysisSignificance
gt a0.01, gt a0.025, gt
a0.05, gt a0.10

• All constructs showed statistically moderate to
  strong correlations (Pearsons 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
21
Bivariate Correlation Analysis
contSignificance gt a0.01, gt
a0.025, gt a0.05, gt a0.10

• All constructs showed statistically moderate to
  strong correlations (Pearsons R)

  ITU Self 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
22
Framework Hypotheses
23
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

24
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 (R0.80)
• Groups differing on Usefulness differ on every
  other construct except Self and Collective
  Efficacy

25
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?).

26
LIMITATIONS AND FUTURE RESEARCH

• The TPC didnt 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)

27
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)

28
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

29
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..

30
References

• Alavi, M. Computer-mediated collaborative
  learning An empirical evaluation. MIS Quarterly,
  Vol. 18, No. 2, pp. 150-174, June, 1994.
• Anderson, R., Anderson, R., Hoyer, C., Simon, B.,
  Videon, V., and Wolfman, S., Lecture
  Presentation from the TabletPC, Workshop on
  Advance Collaborative Environments, 2003.
• Anderson, R., Anderson, R., McDowell, L, Simon,
  B., "Use of Classroom Presenter in Engineering
  Courses", -2005 IEEE October 19 22, 2005,IN 35
  th ASEE/IEEE Frontiers in Education Conference
  T1A-1
• Agarwal, R. and Karahanna, E. (2000) Time flies
  when you're having fun cognitive absorption and
  beliefs about information technology usage, MIS
  Quarterly, 24,4, 665-694.
• Arnett, K. P., Schmidt M. B., Shim J.
  P.,Tablet PCs for teaching Information Systems
  Courses, Proceedings of the Eleventh Americas
  Conference on Information Systems, Omaha, NE, USA
  August 11th-14th 2005
• 6. Bandura, A. (1997). Self-Efficacy The
  exercise of control. New York Freeman

31
References
7. Bandura A., Exercise of Human Agency Through
Collective Efficacy, Current Directions in
Psychological Science, Volume 9 Issue 3 - June
2000 8. Berque D., Bonebright T., and Whitesell
M. Using Penbased Computers Across the Computer
Science Curriculum. 35th SIGCSE, 2004. 9. Brooks,
Jacqueline Grennon and Brooks, Martin G. (1993).
The case for constructivist classrooms.
Alexandria, VA ASCD 10. Davis, F. D. "Perceived
Usefulness, Perceived Ease of Use, and User
Acceptance of Information Technology."MIS
Quarterly (133), September 1989, pp.
318-339. 11. Goodwin, N. C. (1987). Functionality
and usability. Communications of the ACM, 30, 3,
229-233. 12. Hiltz, S.R., Benbunan-Fich, R.,
Coppola, N.,Rotter, N., and Turoff, M.(2000).
"Measuring the Importance of Collaborative
Learning for the Effectiveness of ALN A
Multi-Measure, Multi-Method Approach." JALN, 4,
2. Available online at http//www.aln.org/alnweb/
journal/jaln-vol4issue2-3.htm 13. Hiltz, S. R.,
Goldman, R., Learning Together Online Research
on Asynchronous Learning Networks, Laurence
Erlbaum Associates, 2005
32
References
14. Kam, M., et al., Livenotes A System for
Cooperative and Augmented Note-Taking in
Lectures, Proc. ACM Conf. Human Factors in
Computing Systems 15. (CHI 05), ACM Press, 2005,
pp. 531-540. 16. Malhotra, Y. and Galletta, D.,
Role of Commitment and Motivation in Knowledge
Management Systems Implementation Theory,
Conceptualization, and Measurement of Antecedents
of Success, Proceedings of 36th Annual Hawaii
International Conference on Systems Sciences,
January 6-9, 2003, IEEE, Pages 1-10. 17. Parker,
A. Interaction in Distance Education, The
Critical Conversation, Educational Technology
Review, 12,13-17 18. Pérez-Quiñones, Manuel and
Turner, Scott, Using a tablet PC to provide peer
review comments, Technical report TR- 04-17,
Dept. of Computer Science, Virginia Tech, June 8,
2004 19. Pintrich P., A motivational science
perspective on the role of student motivation in
learning and teaching contexts. Journal of
Educational Psychology 95, 667686. (2003)
33
References

• 20. Ryan R. M., Deci E.L., Self-determination
  theory and the facilitation of intrinsic
  motivation, social development, and well being.
  American Psychologist, 55, 68-78
• 21. Riggs, M.L., Warka, J., Babasa, B.,
  Betancourt, R., Hooker, S. 1994. Development
  and validation of self-efficacy and outcome
  expectancy scales for job-related applications.
  Educational and Psychological Measurement, 58
  1017-1034.
• 22. Simon, B., et. al. (2004). Preliminary
  Experiences with a Tablet PC Based System
• 23. to Support Active Learning in Computer
  Science Courses. In Proceedings of
• 24. SIGCSE '04, Norfolk, Virginia March 2004. ACM
  Press.
• Viswanath Venkatesh , Fred D. Davis, A
  Theoretical Extension of the Technology
  Acceptance Model Four Longitudinal Field
  Studies, Management Science, v.46 n.2, p.186-204,
  February 2000
• Venkatesh, V. Determinants of perceived ease of
  use Integrating control, intrinsic motivation,
  and emotion into the technology acceptance model.
  Information Systems Research, 11, 4 (2000),
  342365.

34
References

• Venkatesh, V.,Smith, R., Creation of Favorable
  User Perceptions Exploring the Role of Intrinsic
  Motivation, MIS Quarterly, Vol. 23, No. 2 (Jun.,
  1999) , pp. 239-260
• Willis, C. Miertschin, S. Tablet pcs as
  instructional tools or the pen is mightier than
  the board! Proceedings of SIGITE04, October
  2830, 2004, Salt Lake City, Utah, USA.
• 28. Wilkerson, M., Griswold, W., and Simon, B.
  Ubiquitous Presenter Increasing Student Access
  and Control in a Digital Lecturing Environment.
  In Proc. 36th SIGCSE, 2005, pp. 116-120
• 29. Yi, Y. Y., Hwang Y., Predicting the use of
  web-based information systems self-efficacy,
  enjoyment, learning goal orientation, and the
  technology acceptance model, International
  Journal of Human-Computer Studies,Volume 59 ,
  Issue 4 (October 2003)
• Zimmerman, B. J. (1989). A social cognitive view
  of self-regulated academic learning. Journal of
  Educational Psychology, 81, 329-339.
• 31. Zimmerman, B. J. (1989). A social cognitive
  view of self-regulated academic learning. Journal
  of Educational Psychology, 81, 329-339.