UNT Theses and Dissertations - 4 Matching Results

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Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones

Description: This study investigated the factors that influence university students’ intention to use a smartphone. The study proposed and validated a research model based on the technology acceptance model (TAM). The TAM was modified and extended with four new constructs: social norms, perceived enjoyment, perceived value and ease of access. The constructs for the instrument of the study were adapted from previous related studies which had validated the instruments. Data were collected from 110 participants via a survey. The collected data were analyzed using hierarchical multiple-regression using the statistical package for social sciences (SPSS version 22.0). The model demonstrated a good fit where six independent variables together contributed 56.2% of the variance to the outcome or prediction. The results of the analysis were used to test a set of research hypotheses and to answer research questions. The following independent variables were found to be significant in determining university students’ intention to use mobile devices: perceived usefulness, social norms, perceived enjoyment, perceived value and ease of access. The control variables gender and degree level and the independent variable ease of use were not significant predictors. The results of this study may be useful to understand which factors are more important to the students. This understanding can be utilized by the University administrators for developing policies related to mobile learning and by the IT departments for planning organizational technology services.
Date: December 2015
Creator: Hossain, Akhlaq
Partner: UNT Libraries

A Phenomenology of Fostering Learning: Alternate Reality Games and Transmedia Storytelling

Description: This dissertation presents the essence of the experience of instructional designers and instructors who have used alternate reality games (ARGs) and transmedia storytelling (TS) for teaching and learning. The use of game-like narratives, such as ARGs and TS, is slowly increasing. However, we know little about the lived experiences of those who have implemented such transmedia experiences in formal or informal learning. The data consists of written transcripts from interviews with 11 co-researchers in the United States and Europe. Phenomenology was the guiding methodology. The study begins by reviewing storytelling and the use of games in learning, leading up to exploring the tradition of using ARGs and TS in learning contexts. The analysis was one of reduction leading to codes, summary stories, themes, and the essence of the experience. Co-researchers used many techniques to enlighten their learners including problem-solving, critical thinking, collaboration, encouragement, disruption, and connection-making. When successful, connection-making facilitates learner agency development by providing learners with the power to act by their own initiative. Action came through the communicated narratives and games that closely tied to real-world problems. In the context of these efforts, this study's co-researchers emerged as educational life-world learning-coaches, "sensei", who were each using strategies and techniques to move students toward meaningful real-world learning and the ability to make a difference in the world. The dissertation closes by exploring implications of this study for instructional designers and instructors interested in using alternate reality games and transmedia storytelling for teaching and learning purposes.
Date: May 2016
Creator: Wakefield, Jenny S
Partner: UNT Libraries

Effects of Student-Created Question Process on Learning Biomedical Statistics in a Specialized Master's in Medical Sciences

Description: This study explored the effectiveness of a student question creation process engaging students actively in self, peer, and instructor interaction in development of affective, cognitive, and meta-cognitive skills. Employing a mixed-methods sequential explanatory design assigning both treatment and control activities sequentially in an alternating pattern over a six week period, students' performance on exams as well as their perceptions of various aspects of the student question creation process were used to evaluate the effectiveness of student-created questions (SCQs) activities as a cognitive strategy and to identify factors contributing to the effectiveness of question creation activities on students' learning. Subjects of this study were high performing and highly motivated graduate students in an 8-week online biomedical statistics course, part of a specialized master's program designed for medical school preparation. Survey findings and focus groups strongly supported the student question creation process as a facilitator of higher order thinking. However, the relatively short study duration, comparison of student question creation with another competing method for facilitating learning (discussion board) and not a pure control group, and availability of a common study guide course with student-created questions on all course topics may have muted assessment of the full impact of the strategy on learning. Although practically difficult in an education environment, further research to assess fully the impact of the student question creation strategy is desirable especially if these confounding factors can be greatly minimized, if not eliminated.
Date: May 2017
Creator: Bashet, Abuzafar
Partner: UNT Libraries

Personalize Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses

Description: The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized learning lab and a blended learning method. The study obtained quantitative results from a pre and post-tests, a general survey and writing assignment rubrics from three English 1301 classes and then follow-up interviews with focus groups from each class to explore those results in more depth. In the first phase, quantitative research questions addressed the relationship of grammar teaching methods and grammar acquisition with students at a two-year technical and academic college. In the second phase, used focus groups to perform qualitative interviews to better explore the quantitative results.
Date: May 2017
Creator: Sizemore, Mary L
Partner: UNT Libraries