I had my basic interest in methods that might be involved in a succeessful delivery of content to the audience.My research question refersis regarding instructional methods targeting the users with restricted user experience or older ages groups .Identifying patterns in learning and the diversified level of understanding of users and in effect changing thier mental models to be able to use the devices as succesfully as the other younger groups can.
Individual differences obviously exist: family background, the degree of exposure to foreign ideas, aptitude, previous learning experiences and personality will, among other factors, variously influence a student’s approach to their new academic environment. Speaking of Chinese students, Harris (1997: 43) maintains that ‘many are serialist learners by acculturation not personal inclination’; given the opportunity, they will respond positively to alternative approaches with which by nature they are more in sympathy. Harris goes on to conclude: ‘if this is correct, it follows that it is feasible to bring such students to a point of greater learning versatility by the use of educational techniques designed to do just that’. He makes the further point that multilingual students may well cling to their traditional academic methods because, being in a new culture, they need to have a sense of security, but will become more flexible as their confidence increases. Furthermore, these methods also provide for that gradual accumulation of knowledge, which will allow them to take a broader, more critical approach to their studies at a later stage.
Understanding age differences in PDA Acceptance and performance
Katrin Arning, Martina Ziefle *
Department of Psychology, RWTH Aachen University, Jaegerstrasse 17-19, Aachen 52056, Germany
Available online 14 August 2006
This research study addresses two basic determinants of technology utilization: the attitude towards a certain technology and the performance when using it. This research argues that the relationship between the acceptance of technical devices and their successful utilization (i.e. performance) is not completely understood. In this study, users’ attitudes towards technology and their performance when interacting with a computer simulated PDA device are examined. Moreover, the role of individual variables like age, gender, subjective technical confidence, and computer expertise in the relationship between technical performance and acceptance are analyzed. The results have shown drastic associations between performance and TAM factors. The factors computer expertise and technical self-confidence played a minor role. Gender affects on technical self-confidence and TAM factors are also recognized, arguing that they did not affect performance.
Barriers of Information Access in Small Screen Device Applications: The Relevance of User Characteristics for a Trans generational Design
Katrin Arning and Martina Ziefle
Department of Psychologie, RWTH Aachen University,
Jägerstr. 17-19, 52066 Aachen, Germany
{Katrin. Arning, Martina.Ziefle}@psych.rwth-aachen.de
This paper reports the findings of a series of studies that examined the performance of younger and older adults when using personal data management software applications of a PDA. The influence of user characteristics like spatial and memory abilities, the subjective technical confidence and computer-expertise on performance outcomes are analyzed. Beyond quantitative performance measurements, the major shortcomings in interface design are identified. Overall, the findings demonstrate the need to include user characteristics in interface design.
http://www.springerlink.com/content/b7878w17251720v3/fulltext.pdf
Which Factors Form Older Adults’ Acceptance of Mobile Information and Communication Technologies?
Wiktoria Wilkowska and Martina Ziefle
Human Technology Centre, RWTH University
Theaterplatz 14, D-52062 Aachen, Germany
{Wilkowska, ziefle}@humtec.rwth-aachen.d
Technology acceptance has become a key concept for the successful level of technical devices. This especially applies to technology acceptance of older users, which are known to be very sensitive to expensive interfaces and show considerable reservations towards the usage of new technology. This research paper study investigates long and short term effects on technology acceptance for a personal digital assistant (PDA) in older users. Different factors were examined of users’ personal factors (computer expertise, technical self-confidence) on acceptance (long-term effects). To assess short-term effects on acceptance, PDA acceptance was measured, after participants were given a PDA tutor training and interacted with a simulated PDA. According to the findings, individual factors largely determine people’s acceptance showing that acceptance is mainly influenced by the individuals’ learning history with technology. Also, the tutorial training appreciably affected acceptance outcomes, especially in the older group.
http://www.springerlink.com/content/lw345371jr606708/fulltext.pdf
How older adults meet complexity: Aging effects on the usability of different mobile phones.
Ziefle, M.; Bay, S.
Behaviour & Information Technology, Vol 24(5), Sep 2005, 375-389.
In this research study, older and younger novice mobile phone users are examined while using handsets of different complexity. A sample of younger age group is user age (young: 20 – 35 years; old: 50 – 64 years) and cognitive complexity of two mobile phones (Nokia 3210; Siemens C35i) are assessed. The complexity factor of the phones is defined by the number of production rules applied when processing the four experimental tasks. Dependent variables were effectiveness and efficiency as taken from user protocols and the reported ease of use. Research shows that the less complex phone (Nokia) performs significantly better than the complex one (Siemens). However, the benefit from the lower complexity is much larger than tentatively predicted. It is also revealed that older users have a lower navigation performance than younger users, however their performance has matched younger users’ when using mobiles with low complexity.
http://www.tandfonline.com/doi/full/10.1080/0144929042000320009
1. ENGLISH LANGUAGE LEARNING THROUGH MOBILE TECHNOLOGY IN MALAYSIAN SCHOOLS: AN IMPLEMENTATION STRATEGY
Mariam Mohamad1 and Dr John Woollard2
School of Education, University of Southampton, United Kingdom
This research paper aims at introducing the use of mobile technology and developing an implementational strategy for learning English language vocabulary in Malaysian secondary schools. It also seek attempts to find the suitability of this technology with the existing system policy at schools in Malaysia. In this regard, English subject specialists would be consulted to check the compatibility with the current existing system. In addition to this, the scope of this research is not limited to a specific country or nation but any county can benefit from this research that might be interested in adopting such a new technological shift in Education and learning.
http://eprints.soton.ac.uk/79366/
2. Use of Mobile Phones in Language Learning: Developing
Effective Instructional Materials
Murat Saran Kursat Cagiltay Golge Seferoglu
METU, Turkey Cankaya University, Turkey METU, Turkey
kursat@metu.edu.tr saran@cankaya.edu.tr golge@metu.edu.tr
This research paper is intended towards developing the valuable Instructional Materials for language learning using mobile phones keeping in view, the great potential that mobile technology offers to the learning environment. These researchers use 2G GSM technology for using SMS and MMS based approach for specifically English language vocabulary learning, because a no. of students back in turkey show lack of expertise despite years of learning English.
Vice versa, Instructors also complain about the incompetency of students for not the way teachers want them to. One big motivation developing such a system for learners, is that it will help them overcome the waste of time previously.
http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=4489786&tag=1
3. Face-to-Face Collaborative Learning Supported by
Mobile Phones
Alejandro Echeverría*, Miguel Nussbaum, Juan Felipe Calderón, Claudio Bravo, Cristián
Infante and Andrea Vásquez
Computer Science Department, School of Engineering, Pontificia Universidad Católica de
Chile, Santiago, Chile
This research describes the importance of mobile phones in collaborative learning environment (let’s say a classroom). Authors have reported comparison between cell phones and PDA’s in terms of their usability analysis in a collaborative classroom activity for physics. Researchers also discuss the advantages of having Wi-Fi enabled environment in place of GPRS enabled environment in terms of cost. Hardware limitations of these devices are also taken into account in comparison to PDA’s. Also, users like teacher, his/her device must be a higher capacity unit and in this case teacher uses i-MATE PDA just to cater higher message loads from the students, so that application doesn’t get irresponsive which in turn can result into loss of interest to students. Studies also reveal that students found cell phones much easier and enjoyable as compared to PDA’s. Researchers also suggested to limit the use of keys to this activity only as it proved to be quite frustrating for the students to hit unattended keys accidentally, causing the application to setting off actions.
http://dcc.puc.cl/system/files/MN44-Learning+support+phones.pdf
4. A Study of Contextualised Mobile Information Delivery for Language
Learning
Tim de Jong, Marcus Specht and Rob Koper
Centre for Learning Sciences and Technologies, Open University of the Netherlands, Heerlen, The Netherlands //
tim.dejong@ou.nl, marcus.specht@ou.nl, rob.koper@ou.nl
This research paper describes the results of a mobile media delivery of second language learning for non-native speakers by depicting different context and selection methods for language content itself. A sample of 35 persons was selected, dividing them in 7 groups. The outcome was compared on the basis of knowledge gained, desirability and usability of the software. Also, the tradeoff between cost and benefit perspectives when designing contextualized media for learning is given considerable amount of impetus.
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