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 Business Administration (D.B.A.), Franklin University, 2021, Business Administration

Industries worldwide have adopted Artificial Intelligence's (AI) Machine Learning (ML) cognitive business functions to gain performance, productivity, competitive advantage, and economic prosperity. World Economic Forum (2020) reported that ML is on top of technology adoption. In the light of ML redefining management functions, not much is known about the management students' ML technology adoption rates. Hence, this study was aimed to investigate the management students' technology readiness and ML technology adoption in their future managerial jobs using the Technology Readiness and Acceptance Model (TRAM). Using a non-experimental, quantitative approach, data were collected from the university management students using the Technology Readiness Index (TRI 2.0) and Technology Acceptance Model (TAM) instruments. Correlational statistical analysis performed on the online survey data revealed that management students' ML technology adoption in their future managerial jobs is positively influenced by technology readiness (TR), perceived ease of use (PEOU), and perceived usefulness (PU). The model has shown the adoption path as TRI → PEOU → PU → TA, with PU as the single strongest predictor (β=0.797). When it comes to TR and TA, students are generally categorized as laggards; therefore, by using the right mix of TRAM variables, there is a potential to increase the ML adoption propensity amongst future managers, especially in the wake of ML cognitive applications redrawing managerial functions. Ultimately, the study will contribute to the TRAM body of knowledge and propel ML technology adoption.

Committee: Jonathan McCombs Ph.D. (Committee Chair); Alexander Heckman Ph.D. (Committee Member); Susan Campbell Ph.D. (Committee Member) Subjects: Artificial Intelligence; Business Administration; Information Technology; Management; Technology

Doctor of Philosophy, University of Toledo, 2020, Curriculum and Instruction: Educational Technology

Many institutions have adopted best practices in the design of online education programs. However, the literature indicates that there is a need for continued research in the area of evaluating and examining online faculty satisfaction levels and self-perceived barriers in relation to online education. This study extended research conducted by Lloyd et al. (2012) and investigated faculty perceived (interpersonal, institutional, training/technology, and cost/benefit) barriers to online education. Statistical analysis revealed three major items: (1) faculty continues to experience barriers to online education; (2) faculty is receiving training and guidance in order to become more comfortable, and knowledgeable in online settings; and, (3) as faculty online experience increases, the perceived barriers decrease. Additionally, faculty provided detailed comments validating ongoing interpersonal, institutional, training/technology, and cost/benefit analysis barriers in online education. Higher education's online programs will benefit from intense professional development, training, as well as, open conversations including focus groups, composed of administration, faculty, and students.

Committee: Berhane Teclehaimanot (Committee Chair); Judy Lambert (Committee Member); Jiyu You (Committee Member); Gregory Stone (Committee Member) Subjects: Educational Technology; Teacher Education; Technology

Doctor of Healthcare Administration (D.H.A.), Franklin University, 2022, Health Programs

This study applied quantitative methods in surveying primary care physicians to identify when EHR training was introduced during medical education and measure the ease of use once beginning clinical practice. The physicians were graduates from allopathic and Osteopathic medical programs. Survey questions included 5 demographic questions and twelve designed with TAM. Eighty-three primary care physicians participated in this study by completing a survey sent out in the Ohio State Medical Association's newsletter and through Centiment. Descriptive statistics were used to analyze survey results. Excel and Statistical Analysis Software was used for analysis. Analysis was done using chi-square analysis to determine the year of graduation and the number of EHR courses in school. Measurement of perception from TAM included weighing each question out of eighty-two. Most of the osteopathic participants scored 70 or higher out of 84 in their responses indicating a moderately high level of readiness. In contrast, 37 allopathic physicians score 70 or higher which is slightly higher than half of the allopathic participants would have a strong level of readiness with EHRs. Results from this study showed no correlation between an increased amount of EHR courses taken in medical school and years of graduation.

Committee: Alyncia Bowen (Committee Chair); JoAnn Jordan (Committee Member); Karen Lankisch (Committee Member) Subjects: Health Care; Health Education; Technology

Doctor of Philosophy (PhD), Ohio University, 0, Instructional Technology (Education)

At a time when the world is facing a range of significant challenges, including a rise in air temperature, rapidly evolving droughts in some areas, and floods, new technology in education can help inform people of current issues that may not be close to them but, nevertheless, can have a significant impact in the future. Our planet has been warming steadily for over a century, and the preponderance of evidence has pointed at human action as the main contributor to the change (Hansen et al., 2010). The evolution of technology has brought tremendous change. Virtual Reality (VR), 360-degree video, has the potential to bring the environment to the students since it can provide a close to a real-life situation. The use of VR for educational purposes has been quite unknown to most school systems. There are many gaps that need to be investigated prior to the effective implementation of VR-learning, such as the factors that influence students' intention to use it. This study fulfilled some of these gaps by focusing on the potential of using VR for future education and raising awareness of the climate change occurring in remote areas, specifically tropical regions. The findings of this study will hopefully encourage students to play a more responsible role in the development and implementation of VR education worldwide and help enhance the academic quality of courses for instructors and students. This study examined students' behavioral intentions towards using VR in their learning about climate change utilizing the Technology Acceptance Model of Davis (1989), combined with the spatial presence experience scale (Hartmann et al., 2015). Phase 1 was created in order to understand students' salient beliefs about the use of VR for educational purposes and learning about climate change. Furthermore, 65 students participated in this phase and reported that VR can be beneficial for educational purposes to learn about global climate change, and 95.2% of participants fully agreed. Ph (open full item for complete abstract)

Committee: Greg Kessler (Advisor); Gordon Brooks (Advisor) Subjects: Climate Change; Educational Technology; Environmental Education

Doctor of Philosophy (Ph.D.), University of Dayton, 2019, Educational Leadership

This study investigated students' attitudes toward massive open online courses (MOOCs) and their intention to use MOOCs for learning. Participants were administered a pre-existing survey that examined their future use of MOOCs based on the three theories: Technology Acceptance Model (TAM), learning strategies, and cognitive appraisal. Demographic variables of gender, age, and education level were also assessed for MOOC usage. The sample included 787 students (592 males and 195 females) enrolled in a MOOC at five Research I and five Basic Universities in the United States. A hierarchical regression analysis revealed that gender (females) was the strongest predictor of students' intention to use MOOCs in their learning process, followed by technology usage factors (i.e., perceived usefulness and perceived ease of use), a surface approach to learning, and appraisal factors of threat and challenge (i.e., students felt uncertain (threatened) by the subject matter but were confident (challenged) by using a MOOC for learning). A MANOVA analysis showed that age differences had no significant impact on usage factors or intention to use MOOCs. Theoretical and practical contributions are discussed. Future research to understand the gender and racial imbalance in MOOCs, as well as the perspectives and experiences of female and low-income students (and underrepresented populations) taking MOOCs should be explored. Finally, as online platforms continue to evolve, policymakers and higher education administrators should consider partnerships with industry leaders and MOOC providers to develop innovative solutions for offering MOOCs in the workplace and in high schools to provide a seamless entry to college.

Committee: Thomas J. Lasley, II Ph.D. (Committee Chair); Mary Fisher PT, Ph.D. (Committee Member); Michele Welkener Ph.D. (Committee Member); Patrick Donnelly Ph.D. (Committee Member) Subjects: Behaviorial Sciences

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2019, Psychology/Industrial-Organizational

Despite the superior reliability and validity of structured interviews over unstructured interviews for selecting employees, human resource (HR) practitioners' resistance to structured interviews is a documented phenomenon in organizational research. Research examining theoretical models of reasons for this resistance, however, are limited (Dipboye, 1994, 1997; van der Zee, Bakker, & Bakker, 2002). Using a sample of 227 Amazon's Mechanical Turk (MTurk) workers with previous hiring experience in their current organizations, the current study compares the ability of the theory of planned behavior (Ajzen, 1991) and the technology acceptance model (Davis, 1986; Davis et al. 1989), to explain resistance to using structured interviews for employee selection. Results of structural equation modeling using robust maximum likelihood estimation found the technology acceptance model to be a better explanation for the data compared to the partially supported theory of planned behavior. Both the theory of planned behavior and the technology acceptance model predicted roughly the same amount of variance in structured interview use behavior, 42% and 40% respectively. Implications as well as both theories ability to stimulate further research on acceptance of structured interviews for employee selection, and inform the development of strategies to overcome this resistance is discussed.

Committee: Scott Highhouse Ph.D. (Advisor); Stefan Fritsch Ph.D. (Other); Richard Anderson Ph.D. (Committee Member); Michael Zickar Ph.D. (Committee Member) Subjects: Psychology

Doctor of Philosophy (PhD), Wright State University, 2017, Engineering PhD

Employing effective and modern educational systems that support augmented learning methods such as mobile-based learning, may offer a promising solution to lowering dropout rates and to improving learning interests in engineering education. Mobile-based learning is capturing tremendous attention due to the affordances mobile devices can offer. This project outlines efforts to integrate mobile-based educational technology into the classroom. Leveraging the affordances, we designed a mobile augmented education tool for basic math and physics concepts that allows access to information and additional learning content within the context of classroom learning. Results from the study indicate that there is significant improvement in overall performance in mathematics and physics for all students. Based on the form-factor analysis, we found that the students highly preferred 7-inch tablet devices for the overall presentation of the content and portability. This research aims to present the framework and design guidelines for mobile-based augmented learning tools intended to enhance engineering education. The design guidelines presented in this research can universally be applied for any classroom assisting mobile augmented education tool. Structural equation model analysis of the questionnaire based data collected from the students also suggests that the designed model predicts the behavioral intention of the test participants accurately. It also proves the validity and reliability of the collected data. Model development process forms a systematic metric to understand the performance of mobile augmented education tools and develops a framework to assess the students' overall attitude towards it. According to the horizon report, as education practices move from formal to informal and collaborative, mobile devices are playing a major role in the transition process. This research is an attempt to provide students with an ability to leverage their day to day devices to assist (open full item for complete abstract)

Committee: Subhashini Ganapathy Ph.D. (Advisor); Mary Fendley Ph.D. (Committee Member); Xinhui Zhang Ph.D. (Committee Member); Nathan Klingbeil Ph.D. (Committee Member); Wayne Grant Ph.D. (Committee Member); Ling Rothrock Ph.D. (Committee Member) Subjects: Education; Engineering

Doctor of Philosophy, The Ohio State University, 2015, Anatomy

There continues to be a decrease in contact hours for anatomy sub-discipline instruction to medical students. Along with the change in contact hours, medical schools are transitioning from individual discipline-based courses to integrated curricula. Medical educators have attempted to counteract the decrease in time spent with the students by creating numerous electronic learning (e-learning) and mobile learning (m-learning) resources. The powerful hardware and software within mobile devices like Apple's iPad allows developers to create intuitive, interactive and effective mobile applications (apps). Medical educators to this point have not taken advantage of the mobile technology available to create an integrated anatomy resource to supplement the integrated curricula of current medical schools. The goal of this study is to: 1) Assess the current state of mobile technology usage by medical students; 2) develop a novel integrated anatomy mobile app (i.e., 4natomy); 3) measure the acceptance and usage of the mobile app by medical students; 4) gather feedback to determine the future viability of the mobile resource. The outcomes from a group interview conducted with second year medical students within an integrated curriculum revealed that they use multiple devices while studying and are very comfortable with mobile technology. The students collectively downloaded forty-eight different mobile apps for studying purposes and gross anatomy was the discipline with the most commonly downloaded app. Students prefer anatomy apps with three-dimensional (3D) models, as well as detailed text descriptions and had a high response rate (98.3%) in regards to their interest in using an integrated anatomy app. The 4natomy mobile app of the spinal cord was developed through collaborations with computer science and digital design students to reflect responses from the focus group. The app was distributed during the neurological disorders learning block at The Ohio State Univers (open full item for complete abstract)

Committee: John Bolte (Advisor); Jennifer Burgoon (Committee Member); Eileen Kalmar (Committee Member); Kirk McHugh (Committee Member) Subjects: Anatomy and Physiology

Master of Arts, University of Toledo, 2014, College of Languages, Literature, and Social Sciences

Recently, there has been an increasing interest in incorporating one of the innovative technologies, the iPad, into the learning-teaching process to enhance students' academic success in different educational contexts. However, there are a number of factors that may influence the students' choice whether or not to use the iPad. Therefore, assessing the students' behavioral intentions towards using the iPad is necessary. Accordingly, this paper examines students' behavioral intentions towards using the iPad in their language learning courses through utilizing the Technology Acceptance Model of Davis (1989). Twenty five undergraduate student participants completed the iPad-usage questionnaire to measure their perceived usefulness (PU), perceived ease of use (PEOU), attitude towards usage (ATU), and behavioral intention to use the iPad (BIU) in their integrated language learning courses (reading, writing, listening, and speaking). The results of the study indicated that students' perceived usefulness and perceived ease of use of the iPad positively predicted the students' attitudes towards using the iPad and their behavioral intentions to use it in their language classes and other contexts.

Committee: Douglas Coleman PhD (Committee Chair); An Chung Cheng PhD (Committee Member); Gaby Semaan PhD (Committee Member) Subjects: Adult Education; Behavioral Psychology; Cognitive Psychology; Educational Technology; English As A Second Language; Experiments; Modern Language

Master of Science, The Ohio State University, 2011, Agricultural and Extension Education

This study sought to examine how young Ohio agriculturalists are using new media and how media are gratifying their needs. Theories used to guide this study included uses and gratifications theory, innovation diffusion theory, social technographics, and the technology acceptance model. To complete this study, 129 questionnaires were collected from voluntary participants at the Ohio Farm Bureau sponsored Young Ag Professionals' Leadership Conference, held in Columbus, OH. Basic descriptive, quantitative statistics were completed on the data. In addition, open- ended coding was used to analyze any qualitative portions of the study. Results from this study showed that participants value face-to-face communication as their primary source for receiving information. The majority of respondents indicated that they would not be willing to switch from traditional, printed media to a new electronic form. Most respondents also indicated that cell phones were the primary tool used in everyday communication, and email was most often cited for its use and subsequent gratification. Specific conclusions pertaining to each research objective are discussed in the results and conclusions chapter. Suggestions were made for further research. In addition, recommendations were made to agricultural communicators and educators. These recommendations include continued monitoring of new technologies, including the diffusion of tablet devices; offering agricultural publications in both print and electronic versions; and continued implementation of online tools and computer usage in education strategies.

Committee: Emily Rhoades (Advisor); Jerold Thomas (Committee Member) Subjects: Agricultural Education; Communication

Master of Science (MS), Ohio University, 2012, Journalism (Communication)

Blogs, as a new technology have influenced the journalism industry as well as journalists. It changed one-way communication to many-to-many communication. The content on journalists' personal blogs largely depends on why journalists start blogs. The motivation can be condensed into intrinsic motivation and extrinsic motivation. Journalists may apply their professional work experiences and judgments while writing the posts either for the purposes of informing the audience or releasing the pressure from work. By applying Uses and Gratification Theory, Diffusion of Innovation Theory and TAM and related theories, this study aims to analyze the motivations for journalists starting personal blogs and tests the relationship between journalists' attitudes, perceived usefulness and actual behavior. In addition, the study also analyzes the content of journalists' blogs. The study can lead to further examination of the structure for journalists' attitudes, perceived usefulness and actual behavior and help us understand how a journalist's blog is able to contribute to society.

Committee: Hans Meyer PhD (Committee Chair); Michael Sweeney PhD (Committee Member); Kevin Grieves PhD (Committee Member) Subjects: Journalism; Mass Media; Multimedia Communications

Master of Science (MS), Ohio University, 2012, Industrial and Systems Engineering (Engineering and Technology)

With market competition and customer needs, the development of smart phones and mobile applications is fast and changes our daily life. Meanwhile, our world population is aging. The group of older people is the fastest growing mobile application users. This research compared the effects of age, training, different usability characteristics between younger and older users. The Technology Acceptance Model (TAM) was used as a theoretical construct in this research. Seventeen older adults (over 50 years old) and twenty younger adults (18 - 30 years old) were recruited from the local community. Four mobile applications were tested on smart phones or similar devices. A training session was included in the experiment. Results of the experiment showed: (1) training has significant effect on the increase of TAM measures, (2) customers prefer to use mobile applications which have higher level of TAM measures, and (3) older and younger groups have different level of TAM measures. Recommendations for age targeted design considerations for mobile applications are given.

Committee: Diana Schwerha PhD (Advisor); David Koonce PhD (Committee Member); Tao Yuan PhD (Committee Member); Vic Matta PhD (Committee Member) Subjects: Aging; Industrial Engineering; Information Systems

Doctor of Philosophy (PhD), Ohio University, 2011, (Education)

The study aims to investigate pre-service teachers' perceptions towards Web 2.0 applications. Although the literature reveals that technology integration is a trend in higher education and researchers and educators have increasingly shared their ideas and examples of implementations of Web 2.0 applications in educational domains, few studies have focused on understanding whether pre-service teachers perceive Web 2.0 applications as effective teaching and learning tools. This study attempts to investigate to what extent computer attitude, perceived usefulness, perceived ease of use, and using experience of Web 2.0 predict the intention to use Web 2.0 applications in future teaching among pre-service teachers. A quantitative research method was used in the study and a paper-and-pencil questionnaire was conducted. A total of 125 participants from the teacher preparation program in a large Midwestern university were analyzed through the statistical method, multiple regression. The multiple regression analysis rejected the null hypothesis and showed that computer attitude, perceived usefulness, perceived ease of use, and using experience of Web 2.0 are significant predictors of the dependent variable, behavioral intention to use Web 2.0. Approximately 71% of the variance of the behavioral intention to use Web 2.0 can be accounted for by the linear relationship of the four independent variables. Three of the independent variables, perceived usefulness, computer attitude, and using experience of Web 2.0, are statistically significant in predicting the behavioral intention to use Web 2.0.

Committee: Teresa Franklin (Advisor); George Johanson (Committee Member); Greg Kessler (Committee Member); Albert Akyeampong (Committee Member) Subjects: Educational Technology

Doctor of Business Administration, Cleveland State University, 2010, Nance College of Business Administration

With the speed of doing business on the rise, employees must learn to adapt to new technologies and improved performance expectations without losing productivity or time on task. Students looking to enter the workforce must understand that education does not end with graduation; rather the expectation is that everyone will be life long learners.To meet the challenge, education providers are looking for alternative ways to bring education to the student and enhance the learning experience. With e-learning, students enjoy flexible scheduling, businesses can realize improvements in workforce skills while reducing education expenditures (i.e. improved Return On Investment, ROI) and education providers extend their campuses at minimal cost. E-learning is fast becoming a preferred method of delivering quality education any time, any where. Educators, however, have mixed feelings on the subject. Many have embraced the new technology and report positive results. Others question the effectiveness of e-learning, pointing to the high dropout rate in e-learning courses and bias in the literature supporting e-learning. The cautious are concerned about rushing in on uncertain ground. They recall the advent of television and the unmet promises of that technology with respect to education. The purpose of this study is to develop an e-learning adoption model that is firmly founded in education research (especially with respect to learning) coupled with what is understood about the diffusion and acceptance of (information) technology. The goal of developing such a model is to identify and pair crucial learning characteristics of students with the acceptance of the technology used to deliver educational content electronically so as to foster mastery learning. Students can use the results of this study to help decide whether or not to enroll in an e-learning course or what additional strategies they may need to employ so as to maximize the experience. Businesses may benefit from an und (open full item for complete abstract)

Committee: Santosh Misra DBA (Committee Chair); Victor Matos PhD (Committee Member); Sridhar Madhavaram PhD (Committee Member); Susan Rakow PhD (Committee Member) Subjects: Business Education; Education; Educational Theory; Information Systems; Teaching

Doctor of Education (Ed.D.), Bowling Green State University, 2006, Leadership Studies

This study addresses post-implementation usage behavior of Computerized Physician Order Entry (CPOE) system among physicians in an organization by applying the Technology Acceptance Model (TAM). Implementation of CPOE is considered a major organizational activity by chief information officers (Kini & Savage, 2004), and physician acceptance of CPOE ultimately decides the success of CPOE implementation (Davis, 1989). Hence, this study assumes much importance. A CPOE-TAM instrument was developed for this study and assessed with principal component analysis. Six hypotheses were developed and tested using hierarchical multiple regressions. Study results suggest that the ‘total causal effects' of perceived usefulness of CPOE (PU) and perceived ease of use of CPOE (PEOU) on behavioral intention to use CPOE (BI) and CPOE adoption are striking, and PU is more important than PEOU in their relative influence on BI and CPOE adoption. Implications of the findings suggest that training sessions need to emphasize ‘usefulness' of CPOE and any increase in ease of use features of CPOE would directly influence usefulness of CPOE, which in turn influence BI and CPOE adoption. Studying the adoption of CPOE within an organizational context among physicians by applying TAM contributes richly to research literature in these major domains. This CPOE-TAM study was well-validated, and a parsimonious CPOE-TAM instrument is now available to information system and human-computer interaction researchers and practitioners. This CPOE-TAM instrument could be split further into two instruments: one for prediction of future acceptance of CPOE, and the other for explanation of CPOE adoption.

Committee: Patrick Pauken (Advisor) Subjects: