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Acceptance of Technology Activities ...

Jones, Destry.

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Acceptance of Technology Activities based on Assessing The Learning Strategies of AdultS (ATLAS) Intrinsic Motivation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Acceptance of Technology Activities based on Assessing The Learning Strategies of AdultS (ATLAS) Intrinsic Motivation./
Author:	Jones, Destry.
Description:	103 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10099203
ISBN:	9781339632407

Acceptance of Technology Activities based on Assessing The Learning Strategies of AdultS (ATLAS) Intrinsic Motivation.
Jones, Destry.

Acceptance of Technology Activities based on Assessing The Learning Strategies of AdultS (ATLAS) Intrinsic Motivation. - 103 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

Increased access to technology both inside and outside of the classroom is changing the way teachers deliver information to students. The problem is that schools are continually increasing the use of technology without teachers and administrators understanding students' receptiveness of different technology activities. The purpose of this quantitative study was to measure relationships between the intrinsic motivation found in Assessing The Learning Strategies of AdultS (ATLAS) and students' receptivity to technology activities. The ATLAS instrument was used to determine student's intrinsic motivational learning style. ATLAS identified three distinct learning strategies: (a) Navigators, (b) Problems Solvers, and (c) Engagers. Each learning style contained a unique intrinsic motivation that was used for this study. A Likert Survey assessed the receptivity of each three different technology activities (1) internet exploration, (2) learning games, and (3) social interaction activities. Of the 222 students that were involved, there were 147 respondents from the internet exploration activity, there were 145 respondents from the educational games. A MANOVA was performed to identify differences between intrinsic motivational learning styles and technology activities. Significant results were not identified in educational games or social interaction activities. However, significant results were identified between intrinsic motivational learning styles in the internet exploration activity. A significant difference was found between intrinsic motivational learning styles and the receptiveness of the internet exploration activity, Pillai's Trace = .153, F(12, 280) = 1.935, p = .03, partial n2 = .77. Pillai's Trace indicates that the alternative hypothesis is accepted indicating students' receptiveness to internet exploration activities varies between ATLAS motivation styles. Implications from this study could be used in additional research to developed more effective strategies to implement technology in schools. A significant result was found in the internet exploration activities; this could be due to broad categories for technology activities. Additional research is recommended to narrow and/or control the technology activities to find additional significant results. This study took place in a rural area. Therefore, it is also recommended to repeat this study in urban areas where there are more likely to be larger and more diverse groups.

ISBN: 9781339632407Subjects--Topical Terms:

543202
Adult education.

Acceptance of Technology Activities based on Assessing The Learning Strategies of AdultS (ATLAS) Intrinsic Motivation.
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245 1 0 $a Acceptance of Technology Activities based on Assessing The Learning Strategies of AdultS (ATLAS) Intrinsic Motivation.
300 $a 103 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Thomas McLaughlin.
502 $a Thesis (Ed.D.)--Northcentral University, 2016.
520 $a Increased access to technology both inside and outside of the classroom is changing the way teachers deliver information to students. The problem is that schools are continually increasing the use of technology without teachers and administrators understanding students' receptiveness of different technology activities. The purpose of this quantitative study was to measure relationships between the intrinsic motivation found in Assessing The Learning Strategies of AdultS (ATLAS) and students' receptivity to technology activities. The ATLAS instrument was used to determine student's intrinsic motivational learning style. ATLAS identified three distinct learning strategies: (a) Navigators, (b) Problems Solvers, and (c) Engagers. Each learning style contained a unique intrinsic motivation that was used for this study. A Likert Survey assessed the receptivity of each three different technology activities (1) internet exploration, (2) learning games, and (3) social interaction activities. Of the 222 students that were involved, there were 147 respondents from the internet exploration activity, there were 145 respondents from the educational games. A MANOVA was performed to identify differences between intrinsic motivational learning styles and technology activities. Significant results were not identified in educational games or social interaction activities. However, significant results were identified between intrinsic motivational learning styles in the internet exploration activity. A significant difference was found between intrinsic motivational learning styles and the receptiveness of the internet exploration activity, Pillai's Trace = .153, F(12, 280) = 1.935, p = .03, partial n2 = .77. Pillai's Trace indicates that the alternative hypothesis is accepted indicating students' receptiveness to internet exploration activities varies between ATLAS motivation styles. Implications from this study could be used in additional research to developed more effective strategies to implement technology in schools. A significant result was found in the internet exploration activities; this could be due to broad categories for technology activities. Additional research is recommended to narrow and/or control the technology activities to find additional significant results. This study took place in a rural area. Therefore, it is also recommended to repeat this study in urban areas where there are more likely to be larger and more diverse groups.
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