This study investigated the factors that influence university students’ intention to use a smartphone. The study proposed and validated a research model based on the technology acceptance model (TAM). The TAM was modified and extended with four new constructs: social norms, perceived enjoyment, perceived value and ease of access. The constructs for the instrument of the study were adapted from previous related studies which had validated the instruments. Data were collected from 110 participants via a survey. The collected data were analyzed using hierarchical multiple-regression using the statistical package for social sciences (SPSS version 22.0). The model demonstrated a good fit where six independent variables together contributed 56.2% of the variance to the outcome or prediction. The results of the analysis were used to test a set of research hypotheses and to answer research questions. The following independent variables were found to be significant in determining university students’ intention to use mobile devices: perceived usefulness, social norms, perceived enjoyment, perceived value and ease of access. The control variables gender and degree level and the independent variable ease of use were not significant predictors. The results of this study may be useful to understand which factors are more important to the …

Transmedia books are new and emerging technologies which are beginning to be used in current classrooms. Transmedia books are a traditional printed book that uses multiple media though the use of Quick Response (QR) codes and augmented reality (AR) triggers to access web-based technology. Using the transmedia book Skills That Engage Me students in kindergarten through second grade engage in curriculum designed to introduce science skills and careers. Using the modified Draw-a-Scientist Test (mDAST), observations and interviews, researchers analyzed pre and post data to describe changes students have about science and scientists. Future study may include the development and validation of a new instrument, Draw a Science Student, and examining the mDAST checklist with the intention of updating the parameters of what is considered positive and negative in relationship with work a scientist conducts.

Traditional use of the multiple-choice question rewards a student for guessing. This technique encourages rote memorization of questions to pass a lengthy exam, and does not promote comprehensive understanding or subject correlation. This begs the question; do we really want question memorizers to operate the machinery of our industrialized society? In an effort to identify guessing on answers during an exam within a safety-critical aviation pilot training course, a qualitative research study was undertaken that introduced a confidence-based element to the end-of-ground-school exam followed by flight simulator sessions. The research goals were twofold, to clearly identify correct guesses and also provide an evidence-based snapshot of aircraft systems knowledge to be used as a formative study aid for the remainder of the course. Pilot and instructor interviews were conducted to gather perceptions and opinions about the effectiveness of the confidence-based assessment tool. The finding of overall positive interview comments confirmed that the pilots and flight instructors successfully used the confidence-based assessments as intended to identify weak knowledge areas and as aids, or plans, for their remaining study time. The study found that if properly trained and administered—especially through a computer-based medium—a robust confidence-based assessment tool would be minimally-burdensome while offering worthwhile …

The primary purpose in this case study was to explore the use of three-dimensional virtual spaces via the use of the game Minecraft as a teaching tool. The case study examined the effectiveness, self-efficacy, and social interaction of students when using such a tool in the teaching and learning process. The research analyzed knowledge acquisition through various deliverables such as benchmark pre and post exams, student discourse, and tangible objects created from the lessons by the students. Students were enrolled and participated in a summer camp offered from Arts and Technology Institute in North Texas. The camp utilized Minecraft to teach architecture types. Students learned about pyramids (Egyptian and Aztec), Roman/Greek architecture, Gothic architecture, and Post-Modern Architecture. Each day students were exposed to a different them of architecture and were tasked with building a world that was in the theme of an assigned type of architecture. Fifty-nine school age students ranging in ages from eight to twelve years old participated fully in the study. The students were not grouped by age, but instead self-selected partners with which to work during the course of their creations. Results show that students who participated in the Minecraft driven course were highly engaged and …

Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.