June 24, 2017
June 24, 2017
June 28, 2017
Educational Research and Methods
This research paper describes the study of what contributes to the effective adoption and use of interactive learning tools among engineering students. In the wake of educational technologies’ rapid development, the process of learning has become increasingly interactive. In particular, this study analyzes how students’ individual characteristics alter the effectiveness of such tools, considering that each student has different levels of interest in using a new technology and different levels of mastery of the technology. Engineering students (n = 259) from large U.S. universities who had used McGraw-Hill’s SmartBook and Connect participated in the study. This study confirms the significant effect of students’ technological skills (i.e., power usage) on their evaluations of such tools. Specifically, students with skills in using technologies were more likely to perceive interactive learning tools as useful, easy to use, and compatible with their lifestyles. In addition, such positive evaluations were found to lead to favorable attitudes toward the tools, and behavioral intentions to use such tools. Student evaluations of the tools, however, were unrelated to academic performance (i.e., GPA). Ultimately, these findings suggest strategies for the use of interactive learning tools designed to help engineering students succeed. Implications and recommendations for future research will also be discussed.
Shin, I., & Go, E., & Harbke, C. R., & Scaife, T. M. (2017, June), Board # 45 : An Analysis of Factors Affecting Students' Use of Interactive Learning Tools in Engineering Education Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27859
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