Sprenger, David

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Autor:in: Sprenger, David × Anfangsdatum: 2021 ×

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  • Vorschaubild
    Publikation
    Video demonstrations can predict the intention to use digital learning technologies
    (Wiley, 21.01.2023) Sprenger, David; Schwaninger, Adrian [in: British Journal of Educational Technology]
    The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e-learning (the general extended tech-nology acceptance model for e-learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies—one using TAM and one using GETAMEL—we showed students of different cohorts (94 and 111 participants, respectively) video demonstra-tions of four digital technologies (classroom response system, classroom chat, e-lectures, mobile virtual real-ity). We then measured technology acceptance imme-diately after the demonstration and after three months of technology use. Using partial least squares model-ling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technol-ogies, while subjective norm only predicted the inten-tion to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision-makers and educators on whether students will use a technology before investing in it.
    01A - Beitrag in wissenschaftlicher Zeitschrift
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    Publikation
    Evaluation of four digital tools and their perceived impact on active learning, repetition and feedback in a large university class
    (Elsevier, 09/2021) Tautz, Dorothee; Sprenger, David; Schwaninger, Adrian [in: Computers & Education]
    Large university classes often face challenges in enhancing active learning, repetition and feedback in the classroom which are essential for promoting student learning. In this study, we evaluated the implementation of digital tools (lecture recordings, question tool, classroom response system and virtual reality) regarding their perceived impact on active learning, repetition, and feedback in a large university class. The study applied a mixed methods design and collected data from a survey (95 students) and focus groups (11 students). The results show that students enjoyed using the tools because they enriched the lecture. However, students perceived differences regarding the impacts on active learning, repetition, and feedback. The perceived impacts of the classroom response system and the lecture recordings were rated high whereas the perceived impacts of the question tool and the VR modules were rated lower. Recommendations on how to use these digital tools in large classroom settings are provided.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Technology acceptance of four digital learning technologies (classroom response system, classroom chat, e‑lectures, and mobile virtual reality) after three months’ usage
    (Open University of Catalonia, 2021) Sprenger, David; Schwaninger, Adrian [in: International Journal of Educational Technology in Higher Education]
    Digital technologies have gained much popularity in education thanks to the cost efficiency they gain through scalability. While the acceptance of some of these new digital technologies has been investigated, there are few direct comparisons. The most established model for measuring acceptance is the technology acceptance model, which can predict the behavioral intention to use the technology. We compared four digital learning technologies (e-lectures, classroom response system, classroom chat, and mobile virtual reality) in terms of their technology acceptance. The classroom response system had the highest level of acceptance. It was closely followed by e-lectures, then the classroom chat and then mobile virtual reality. The students evaluated all tools favorably before and after usage, except for mobile virtual reality, which saw a substantial drop in perceived usefulness and behavioral intention after 3 months’ usage.
    01A - Beitrag in wissenschaftlicher Zeitschrift