Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

As mobile learning (m-learning) becomes increasingly prevalent in education, it is recognized for its potential to enhance the overall quality of teaching and learning. Despite the many benefits, m-learning apps often experience low retention rates, which directly impede learners' benefit from using them and cause a waste of resources in app design, development, and maintenance. To investigate the critical factors influencing learners' acceptance of m-learning outside the classroom, this study introduced a novel model, the Mobile Learning Acceptance Determination (mLAD) Model, based on the Technology Acceptance Model and the updated DeLone and McLean Information System Success Model. Through the mLAD model, the study identified the critical app quality factors that influence learners' acceptance of m-learning. The moderating effects of the type of m-learning apps on learners' acceptance of m-learning were also revealed. An online questionnaire named the m-Learning Acceptance Questionnaire (mLAQ) was developed and disseminated through Amazon Mechanical Turk. A total of seven hundred forty-seven adult learners in the U.S. participated in the study. The descriptive statistical results of the examined factors revealed that m-learning apps available in the market demonstrate high mobility and content quality. Still, their interactivity and service quality could be improved. Furthermore, the results of the structural equation modeling analysis indicated that learners' two beliefs, perceived usefulness, and perceived ease of use, are the two essential determinants of learners' intention to use m-learning apps outside the classroom. Quality factors, such as content quality, interface design, mobility, and service quality, are the antecedents of learners' m-learning acceptance, given that they significantly and directly influence perceived usefulness and ease of use and indirectly impact learners' intention to use m-learning apps through learners' two beliefs. Through (open full item for complete abstract)

Committee: Ana-Paula Correia (Advisor); Minjung Kim (Committee Member); Richard J Voithofer (Committee Member) Subjects: Education; Educational Software; Educational Technology; Information Systems; Information Technology; Technology

Doctor of Philosophy (PhD), Ohio University, 2019, Instructional Technology (Education)

The aim of mobile learning (M-learning) is to overcome traditional constrictions of education such as the place and the time at which learning occurs. M-learning has been investigated in many areas; however, the impact of M-learning on graduate international students and their experiences have not yet been investigated. The research aims to answer the following questions: 1) What are the international students' perceptions of M-learning in Instructional Technology program; 2) What are the international students perceived benefits and challenges of M-learning while using this method in their courses; and 3) How do participants describe their use of M-learning? To answer these questions, a modified version of the UTAUT2 model was used to analyze interview data from eight international student participants who at the time of the study were enrolled in a post-graduate instructional technology (IT) program. The UTAUT2 model was used to analyze adoption rate and usage M-learning among specific populations by investigating how performance expectancy (PE), effort expectancy (EE), and social influence (SI) determine behavioral intention (BI) to integrate. Data from the interviews were analyzed by using thematic analysis to identify relationships and patterns. The researcher developed narrative stories for each of the interviews to discover the overarching ideas. Identifying the key themes led to discovery of relationships, patterns and ideas to answer the research questions and to add to wider discussion on M-learning in the international student community in the United States. Findings suggest that M-learning may help increase learning productivity and academic gains. M-learning is convenient due to accessibility and usability and is becoming more ubiquitous in the informal learning setting. Participants indicated that they are likely to implement a hybrid model of face-to-face and M-learning techniques and tools in their teaching practice because it helps increase interact (open full item for complete abstract)

Committee: Greg Kessler (Committee Chair); Krisanna Machtmes (Committee Member); Danielle Dani (Committee Member); Min Lun Wu (Committee Member) Subjects: Education; Educational Technology; Instructional Design; Social Studies Education

Master of Education (MEd), Ohio University, 2011, Computer Education and Technology (Education)

Nearly every college student now owns either a smartphone or a laptop, sometimes both. With so much technology now used across college campuses, it is time for university programs to embrace the technology and start addressing students' technological needs. The Supplemental Instruction (SI) program offers few online resources to students. To provide online resources, the SI web application was developed for students to access from their smartphone's and laptops. The web application provides study guides and worksheets to help students succeed in historically difficult university courses. Using three different surveys, Google Analytics, and data provided by the SI program, the impact of implementing a web application into the SI program was evaluated. The results show that students used SI more than in previous quarters, as well as achieved higher grades during the quarter in which the web application was implemented.

Committee: Teresa Franklin PhD (Advisor); George Johanson PhD (Committee Member); Fei Gao PhD (Committee Member) Subjects: Education; Educational Technology; Higher Education; Information Technology; Technology; Web Studies