Students’ learning performance and acceptance of web 2.0 technologies based on media richness properties

Abstract

The selection of a communication channel for the performance of learning tasks is likely to affect how information and knowledge can be effectively transmitted. Anchored on the media richness theory, this study employed quasi-experimental design to examine the influence of media richness properties on learning performance user acceptance of web 2.0 technologies as learning tools. The quasi-experiment, which took place over eight weeks, was carried out with 100 undergraduate students who were assigned to two experimental groups (Facebook-based learning condition and Blogger-based learning condition) and a control group (paper-based learning condition). A focus group discussion was also done to reveal the participants’ insights after using web 2.0 technologies in performing the assigned learning activities. No significant differences existed among the three learning conditions in terms of learning performance and between the two experimental conditions as regards user acceptance. Such findings indicate that the learning performance achieved from using the learning tools was perceived to be the same regardless of the features they offered. All groups may also have equal perceived level of usefulness and ease of use afforded by the learning mediums despite variations in their features.