MACROERGONOMIC ANALYSIS OF INSTRUCTIONAL TECHNOLOGY ADOPTION: A CASE STUDY ON TABLET PC ADOPTION

摘要

Instructional technologies are widely used to improve classroom dynamics and foster learning. At Virginia Tech (VT), the College of Engineering (COE) has continually emphasized the use of instructional technologies as an important part of the educational experience. Tablet PCs have been implemented as an instructional tool at many universities, including VT, with varying degrees of success. These universities have identified many educational benefits associated with the use of Tablet PCs, including increased student engagement, more efficient lecture presentations, and overall improved learning experiences, yet difficulties have been reported regarding adoption of the technology. In order to fully assess the Tablet PC program at VT and determine its current level of success and future potential, a mixed-method investigation of the program was conducted. This analysis explored student and faculty usage of Tablet PCs, including benefits and barriers associated with Tablet PC use, through interviews with faculty members (n = 4), focus groups with undergraduate students (n = 21), an online survey to undergraduate students (n = 1090), and a sociotechnical systems analysis of the COE. Results indicated many improvements in student learning related to Tablet PC use as well as several barriers toward adoption affecting both faculty and students. Notable benefits associated with Tablet PC use included increased student engagement, improved visualization features, more streamlined classroom presentations/note taking, and better opportunities for collaboration. Reported barriers included a lack of incentives, traditional classroom infrastructure, perceived incompatibility with preferred learning/teaching methods, and challenges with hardware/software. Overall, Tablet PC adoption has been inconsistent among both faculty and students, with some enthusiastically utilizing Tablet PCs and others continuing to use older technologies; reasons for this are discussed as this finding is consistent with previous research. Suggestions for improving usage of Tablet PCs as well as other forms of instructional technology are discussed.