Andrina Granić

Technology acceptance model: a literature review from 1986 to 2013

With the ever-increasing development of technology and its integration into users’ private and professional life, a decision regarding its acceptance or rejection still remains an open question. A respectable amount of work dealing with the technology acceptance model (TAM), from its first appearance more than a quarter of a century ago, clearly indicates a popularity of the model in the field of technology acceptance. Originated in the psychological theory of reasoned action and theory of planned behavior, TAM has evolved to become a key model in understanding predictors of human behavior toward potential acceptance or rejection of the technology. The main aim of the paper is to provide an up-to-date, well-researched resource of past and current references to TAM-related literature and to identify possible directions for future TAM research. The paper presents a comprehensive concept-centric literature review of the TAM, from 1986 onwards. According to a designed methodology, 85 scientific publications have been selected and classified according to their aim and content into three categories such as (i) TAM literature reviews, (ii) development and extension of TAM, and (iii) modification and application of TAM. Despite a continuous progress in revealing new factors with significant influence on TAM’s core variables, there are still many unexplored areas of model potential application that could contribute to its predictive validity. Consequently, four possible future directions for TAM research based on the conducted literature review and analysis are identified and presented.

e-Learning process management and the e-learning performance: Results of a European empirical study

The aim of this paper was to design and assess a comprehensive model for managing the e-learning process and to define the relationship between systematic implementation of the model, outcomes of certain e-learning aspects and subject of e-learning. The validation of the model was performed by using two questionnaires sent via e-mail to teachers and field experts from the chosen sample of 14 European schools participating in an EU-funded project. Research results imply the existence of a clear link between planning and controlling of the e-learning process and its learning outcomes. On the other hand, no empirical relationship between the e-learning outcomes and the subject of learning has been established. It is believed that the model and its practical implications can be used by institutions engaged in e-learning, or as a process model for introducing e-learning related activities.

Evaluating the perceived and estimated quality in use of Web 2.0 applications

Web 2.0 refers to a new generation of web applications where individuals are able to participate, collaborate, and share created artefacts. Despite the fact that Web 2.0 applications are widely used for both educational and professional purposes, a consolidated methodology for their evaluation is still not available. This paper presents and discusses the results of two empirical studies on the case of mind mapping and diagramming Web 2.0 applications. Both studies employed logging actual use method to measure the estimated quality in use, while the retrospective thinking aloud method and an online questionnaire were applied to assess the perceived quality in use. Achieved analytical results showed that the results of the estimated and the perceived quality in use match partially, which indicates that quality in use should be measured with both subjective and objective instruments. The work presented in this paper is the first step towards a comprehensive methodology for evaluating the quality in use of Web 2.0 applications. Consequently, the usage of the proposed quality in use model for other types of Web 2.0 applications as well as contexts of use needs to be investigated in order to draw generalizable conclusions.

Experience with usability evaluation of e-learning systems

Progress in the field of e-learning has been slow, with related problems mainly associated with the poor design of e-learning systems. Moreover, because of a depreciated importance of usability, usability studies are not very frequent. This paper reports the experience with the usability assessment of intelligent learning and teaching systems which are based on TEx-Sys model and are intended to enhance the process of knowledge acquisition in daily classroom settings. The applied scenario-based usability evaluation, as a combination of behaviour and opinion based measurements, enabled to quantify usability in terms of users’ (teachers’ and students’) performance and satisfaction. According to the achieved results, the main directions for interface redesign are offered. The acquired experience indicates that useful usability assessments with a significant identification of interface limitations can be performed quite easily and quickly. On the other hand, it raised a series of questions which, in order to be clarified, require further comprehensive research, the more so if the employment of universal design within e-learning context is considered.

An Approach to the Design of Pedagogical Framework for e-Learning

The paper elaborates on the design of an empirically tested pedagogical framework for e-Learning, covering pedagogies which underpin the subject matter in everyday learning environment as well as the ways in which learning material is delivered and assessed. Designed framework presents an essential part of UNITE e-Learning system conceptualization and development. Five-component pedagogical framework which, by means of its constituents, drives and guides the creation of e-Learning scenarios is presented. An insight to the framework implementation is offered as well.

mLearning in a Europe‐wide network of schools

This paper presents a European Community supported project which investigated whether the use of electronic and mobile technologies in the hands of young learners might engage them in learning activities and start to change their attitudes towards learning. The mLearning system was implemented in a Europe‐wide network of 14 schools with over 500 students and 46 teachers participating in the implementation. In the paper special focus is given to three different mLearning contexts/scenarios implemented within the setting of one of the Europe‐wide network of schools. mLearning in einem Europaweiten Netz von Schulen Dieses Papier präsentiert ein von der Europäische Gemeinschaft unterstütztes Projekt, das erforschen sollte, ob der Gebrauch von elektronischen und mobilen Technologien in den Händen von jungen Anfängern diese im Lernen von Aktivitäten anregen und dazu führen könnte, ihre Einstellungen zum Lernen zu ändern. Das mLearning System wurde in einem Europaweiten Netz von 14 Schulen mit mehr als 500 Schülern und 46 Lehrern durchgeführt. In diesem Papier wurde der besondere Schwerpunkt auf drei unterschiedliche mLearning Zusammenhänge/Drehbücher gelegt, die innerhalb eines der europaweiten Netze von Schulen angelegt sind. Le mLearning dans un réseau d’écoles à l’échelle européenne Cet article présente un projet soutenu par la Communauté Européenne qui a examiné si l’usage des technologies électroniques mobiles mises entre les mains de jeunes apprenants pourrait les amener à se lancer dans des activités d’apprentissage et commencer à changer leur attitude vis‐à‐vis de l’apprentissage. Ce système de m(obile)‐learning a été mis en place dans un réseau trans‐européen de 14 écoles avec une participation active de la part de plus de 500 élèves et de 46 professeurs. Dans l’article on met un accent particulier sur trois contextes/scénarios de m‐learning mis en route au sein d’un réseau transeuropéen d’écoles. El mLearning dentro de una red paneuropea de escuelas Este artículo presenta un proyecto apoyado por la Comunidad Europea en el cual se investigó si el uso de tecnologías electrónicas y móviles por parte de jóvenes alumnos pudiera conducirles a lanzarse a actividades de aprendizaje y empezar a cambiar su actitud con respecto al aprendizaje. Este sistema de m‐learning fue aplicado dentro de una red transeuropea que incluye 14 escuelas con más de de 500 alumnos y 46 profesores participando en la aplicación. El artículo hace hincapie en tres diferentes contextos/guiones de mLearning aplicados dentro de una de las redes transeuropeas de escuelas.

Anatomy of Student Models in Adaptive Learning Systems: A Systematic Literature Review of Individual Differences from 2001 to 2013

This study brings an evidence-based review of user individual characteristics employed as sources of adaptation in recent adaptive learning systems. Twenty-two user individual characteristics were explored in a systematically designed search procedure, while 17 of them were identified as sources of adaptation in final selection. The content analysis of 98 selected publications that include evidence of adaptation efficiency is conducted. The quantitative representation of the findings shows current trends in the research of individual differences, as well as the tendencies of their further employment in student modeling. The article contributes to the body of knowledge on user individual differences and consequently to the research and development of adaptive learning systems. Additional contribution of the study is in-depth description of development and evaluation of the search strategy which makes the method easily replicable as well as suitable for modification and employment in systematic literature review in any research field.

Usability evaluation of web portals

The paper reports on the experience concerning the design of a ldquodiscount evaluationrdquo of broad-reach Web portal usability. The methodology employs a range of assessment methods, providing a comprehensive quantitative and qualitative evaluation feedback. It advocates a number of usability test methods along with specialistspsila inspection. The results indicate that chosen research instruments, measures and methods for usability testing were consistent. Conversely, the results of the guideline inspection did not conform to the ones obtained through the user testing. Although showing respectable potential, it raised some concerns.

User sensitive research in e-learning: exploring the role of individual user characteristics

The increasing need for active and accessible learning in the inclusive knowledge society drives the demand for e-learning that engages users much more effectively than ever before. In this context, it is crucial to conduct research that embraces innovation in user sensitive design, or else influential individual user differences may be overlooked. The objective of this paper is to explore the creation of successful e-learning systems that are able to increase users’ learning performance and enhance their personal learning experiences. The paper reports two converging and complimentary approaches, namely case studies and experimentation. First, case studies are used to explore the extent to which effective e-learning systems comply with eight specific factors. Of the eight, accessibility, individual differences and student modeling turn out to be the weakest points in current practice. Second, an empirical study investigates the influences of user individual user differences on users’ learning outcomes in an e-learning environment. The experiment found that individual differences in motivation to learn and expectations about e-learning significantly impacted users’ learning achievements. Third, based on these studies, improvements in research methodology are identified towards greater consideration of user sensitive research issues, thus enabling us to outline improved experimental procedures. Further experiment results should provide us with better insights into the arguments needed to carefully assess benefits of developing and involving a user model in an e-learning application. Consequently, evaluation and justification could now encompass both system performance as well as user performance.

HCI Research for E-Learning: Adaptability and Adaptivity to Support Better User Interaction

The paper provides an overview of our research being performed in the area of interfaces for e-learning, with the emphasis on application of intelligent methods. We especially address the efforts being done in providing a suitable interaction for a class of intelligent e-learning systems --- Intelligent Tutoring Systems (ITSs), within the research framework of our home institutions. The specific issues being thus studied include adaptivity topics related to knowledge representation, interaction style as well as mobility support, along with related usability assessment methods. The dependence on intelligent handling of the former stems from the expected more efficient and effective solution of problems related to the diversity of users of Information and Communication Technology (ICT) supported education. In this respect we also shortly tackle and comment on a number of adaptable and adaptive interfaces for e-learning, which are in this context being conceptualized, implemented, and assessed both in vitro and in vivo .