Investigating the Roles of Perceived Playfulness, Resistance to Change and Self-Management of Learning in Mobile English Learning Outcome

Autor/inn/en	Huang, Rui-Ting; Jang, Syh-Jong; Machtmes, Krisanna; Deggs, David
Titel	Investigating the Roles of Perceived Playfulness, Resistance to Change and Self-Management of Learning in Mobile English Learning Outcome
Quelle	In: British Journal of Educational Technology, 43 (2012) 6, S.1004-1015 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2011.01239.x
Schlagwörter	Foreign Countries; Electronic Learning; Handheld Devices; Undergraduate Students; English (Second Language); Play; Multiple Regression Analysis; Self Management; Resistance to Change; Dictionaries; Second Language Learning; Educational Technology; Computer Uses in Education; Internet; College Instruction; Student Attitudes; Instructional Effectiveness; Data Analysis; Student Surveys; Case Studies; Taiwan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Spiel; Selbstmanagement; Dictionary; Wörterbuch; Zweitsprachenerwerb; Unterrichtsmedien; Computernutzung; Hochschullehre; Schülerverhalten; Unterrichtserfolg; Auswertung; Schülerbefragung; Case study; Fallstudie; Case Study
Abstract	Although there is a growing interest in mobile learning, there are limited studies that focus on student knowledge acquisition. As applications and usages of mobile technology have become more and more accepted, it is important and meaningful that researchers and practitioners of mobile learning understand the potential factors that could influence learning outcomes. Accordingly, the primary purpose of this study was to investigate the roles of mobile technology playfulness, users' resistance to change and self-management of learning in mobile English learning outcomes (MELOs). A case study approach was utilized in this study mainly because the questions of interests were closely related to the usage of electronic dictionaries and their effects on mobile learning outcomes. The participants of this study were all undergraduate students from 10 undergraduate programs of the center for general education at one university in Southern Taiwan. A total of n = 167 undergraduate students with experience using an electronic dictionary to learn English participated in this study. The study results indicated that perceived playfulness and self-management of learning had positive influences on MELO and that users' resistance to change was negatively associated with MELO. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10