Technology-Enhanced Learning: Correlates of Acceptance of Assistive Technology in Collaborative Working Setting

Abstract

Considering stagnant interest in science, technology, engineering and math (STEM), on the one side, and an increasing dropout rates in computer science at different levels of the university education due to difficult and complex learning contents, on the other side, appropriate technology solutions which support learners are very promising. In this study we examine a digital learning assistant in the form of tangible objects interacting with a multi-touch tabletop. This learning tool is meant to support students in the way they learn complex material. In an experimental setting, participants working in groups had the task to acquire novel learning content (i.e., regular expressions) and, using the assistive technology, to assign the correct expressions to their predefined terms. Results revealed that the users’ psychological factors and performance factors which result from the interaction with the learning tool are significantly connected with the correlates of acceptance and affect, therefore, the later adoption of such technology. The positive overall assessments show a high attachment for, and willingness to, use such technology. However, user diversity has to be considered in the design and further development. Knowledge gained discloses expedient hints for technology-enhanced learning that can support and accompany the education at different levels, i.e., in schools, vocational training, and university education.