learning with tablets

Acceptance and educational benefits of tablet computers during training events for adult learners: a case from the ITCILO A. Messutia,b,c,d, M. Kalzc, T. Wambeked a

Fondazione Giovanni Goria, Asti, Italy

b

Fondazione CRT, Torino, Italy

c

Welten Institute- Research Centre for Learning, Teaching and Technology, Open

University of the Netherlands, The Netherlands d

DELTA, International Training Centre of the International Training Organization,

Turin, Italy alessia.messuti@gmail.com

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Acceptance and educational benefits of tablet computers during training events for adult learners: a case from the ITCILO1 This paper reports about a recent study dealing with the integration of tablet computers into training events of an international organization focusing on developmental activities. We first introduce our motivation and related work.

Then we discuss the UTAUT as the theoretical model for acceptance analysis of the study. In the method section we report about quantitative and qualitative data collection. Results show that tablet computers facilitated learning interactions by enabling collaborative learning and peer support. However, it is important to stress that in order to create successful tablets integration, strategic design of activities is needed. As a further step towards the establishment of an institutional model, practical guidelines will be provided to ITCILO training managers for them to be guided in the design of tablet-enhanced activities.

Keywords: mobile learning; tablet; acceptance

Introduction Mobile technology is creating more and new opportunities to impact the learner’s experience. As a result many schools, institutes and training organizations have been focusing on the added value of tablet computers to enhance and innovate their learning activities. Despite their popularity, Huber (2012) stresses that at present time, it is hard to find ‘a didactically reasonable inclusion of tablets in schools’. Different approaches have been tested to integrate tablet computers into training events. In the ‘universal adoption’ approach every learner is provided with a tablet to use in class; in the ‘distribution model’ students need to return the tablet at the end of the activity; in the ‘Bring Your Own Device’ (BYOD) strategy students are encouraged to use their own devices. Most of the existing studies confirm the tablets’ numerous advantages in enriching the learning experience and in particular stressing its collaborative nature.

Goral (2011) described the main advantages of using tablet technology in terms of enhancing creativity and critical thinking, reducing costs through use of digital texts, and encouraging greater interaction among learners and institutions. Mang and Wardley (2012) not only agree that the connectivity associated with the tablets allowed for enhanced interaction and collaboration among the learners, but it is key to effective learning experiences as they found out that social activities increase the learners’ involvement in the course content and increased the quality of interactions. Rossing, Miller, Cecil, Stamper (2012) stress the collaborative potential of tablet computers as the devices allow for immediate access to information, easy viewing and sharing of online resources, and therefore they encourage interaction between group members

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1. Corresponding author. Email: alessia.messuti@gmail.com

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and in-class discussion. On the other hand, the biggest danger reported in the literature is the unstructured use of tablet technology in the classroom. In particular, Rossing, Miller, Cecil, Stamper (2012) encourage educators to design activities with clear instructions and definition of student roles, otherwise the tablet can become more distracting than fun. Mang and Wardley (2012) also add that the best approach to prevent the tablet to be a distraction is to engage students with as many structured activities as possible. Another experimental study by Moran, Christoph, Puetz, Walters (2007) shows that students regard the tablet as an “educationally positive addition”; however, the initial enthusiasm showed by the student for the device may decrease as experience increases. What is clear from the literature is that tablets’ integration into learning activities produces a positive effect in enhancing immediate access to content, and communication and collaboration among learners. However, as highlighted by Murphy (2011), adopting technology for technology’s sake is not a guarantee of an enriching educational experience and it requires a strategic design. Therefore, a more structured approach about what fosters acceptance is needed.

The study at hand provides an example of the didactical integration of tablet computers into a training event for adult learners on the topic of green economy organized by the International Training Centre of the International Labour Organisation (ITCILO). For this purpose, the ‘distribution model’ was adopted where participants received a tablet for the time of the training with a selected number of applications available.

The motivation behind this study is twofold: on the one hand the study seeks to answer the question what factors drive acceptance of tablet computers during training events for adult learners, on the other hand the study is focusing on the educational benefit of tablet computers during training situations with a special focus on comparing usage in structured vs. unstructured situations.

The study at hand provides an example of the didactical integration of tablet computers into a training event for adult learners on the topic of green economy organized by the International Training Centre of the International Labour Organisation (ITCILO). For this purpose, the ‘distribution model’ was adopted where participants received a tablet for the time of the training with a selected number of applications available.

The paper is structured as follows: In the next section we introduce the Universal Theory of Acceptance of Technology (UTAUT) as underlying theoretical model for the acceptance part of the study and introduce the research questions and hypotheses of the study. In the following section we introduce our methods for both parts of the study.

Results will be reported and limitations and conclusions are discussed including recommendation for future research

Theoretical background and research questions Universal Theory of Acceptance and Use of Technology (UTAUT) Teo (2011) defines technology acceptance as “a user’s willingness to employ technology for the tasks it is designed to support”. Davis (1989) has developed the

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Technology Acceptance Model (TAM) as a proposal for a general theory of technology acceptance. TAM is based on the Theory of Reasoned Action (TRA) (Ajzen, 1991).

TRA is a behavioral theory that explains human behavior with the influence factors outcome belief, attitude, social norms, expert’s opinion and peer pressure. The TAM model has been developed and extended in different versions. The original model (TAM1) assumes that technology acceptance is influenced by three components: Perceived usefulness, Perceived ease of use and external factors. This model has been further refined and tested by Venkatesh & Davis (2000) into the second version of the technology acceptance model (TAM2). In TAM2 the external factors of TAM1 have been further refined influencing the perceived usefulness and moderating factors like experience and voluntariness have been introduced. In the third version (TAM3) Venkatesh & Bala (2008) have even extended the external factors of TAM2 into a complex array of anchor factors and adjustment factors influencing the perceived ease of use. This growing complexity of technology acceptance models has motivated Venkatesh, Morris, Davis, & Davis (2003) to integrate the diverging technologyacceptance models into the Unified Theory of Acceptance and Use of TechnologyUTAUT (Figure 1). Through a cross-validation of constructs used in earlier models UTAUT identifies 4 direct factors that influence the behavioral intention to use a technology: Performance expectancy, effort expectancy, social influence and facilitating conditions. In addition 4 moderating factors are defined: gender, age, experience and voluntariness of use. While prior models could explain 40 % of variance of the individual intention to use a technology, UTAUT could explain 70% of the variance.

Figure 1. UTAUT model.

Venkatesh, V., Morris, M.G., Davis, F.D., and Davis, G.B. “User Acceptance of Information Technology: Toward a Unified View,” MIS Quarterly, 27, 2003, 425-478.

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Hypotheses Based on the theoretical model and the related work discussed in the introduction we propose the following hypotheses for the acceptance of tablets during the training events:

H1: The acceptance for introducing tablet computers as new study devices follows the traditional acceptance model of the Universal Technology Acceptance Model (UTAUT) H1a: Performance expectancy directly influences the intention to use tablets in future training events.

H1b: Effort expectancy directly influences the intention to use tablets in future training events.

H1c: Social influence directly influences the intention to use tablets in future training events.

H1d: Facilitating conditions directly influence the intention to use tablets in future training events.

H2: The tablet computers’ educational effectiveness is higher in structured learning activities than in unstructured activities.

Method The general population for this study consisted of 86 people and consisted of 63.95% (n= 55) men and 36.05% (n= 31) women coming from a multicultural background. Fiftynine percent (n=51) came from Africa, 19.7% (n=17) came from Asia and Pacific, 17.44% (n=15) came from Americas and 3.48% (n=3) came from Europe.

As it was the first time to integrate tablet technology during a specific training event at ITCILO training centre, it was decided to ask participants to fill in a survey aiming at understanding their prior mobile learning behaviors.

The survey was delivered one week prior to the training via SurveyMonkey in both English and French and embedded on ITCILO eCampus. The survey was filled in by only 31% (n=27) participants, as it was an optional task to carry out during the distance phase of the training. On a total of 27 respondents, approximately 56% (n=15) of participants already owned a tablet computer even though they referred to different models (Samsung, iPad, Sony). Although about 63% (n=17) had experience in using mobile devices for learning purposes, 58% (n=15) stated that they had never experienced using specific mobile applications for learning.

To assess tablets’ benefits and potential pitfalls, this study focused on two main layers: 1) the perceived educational benefit and functionality of using tablets during training

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and 2) the acceptance of tablets as learning devices. Data regarding the former layer included a mixed design, which combined the collection and analysis of quantitative data (surveys on the use of tablet during specific training sessions) and qualitative data (a purposeful sample of interviews to gain specific insight on the use of tablets). On the other hand, information regarding the acceptance was collected through the UTAUT standard questionnaire.

The following section will further detail the instruments and procedures used.

Educational benefit Participants and Procedure At the end of each session where the use of tablet was fully motivated, participants were asked to fill in a survey including specific questions on tablet’s learning impact.

Throughout the 2-week training, a total of 6 surveys were conducted which counted a total of 108 individual answers.

In addition to this, 14 individual focus interviews were conducted to gain specific insights in the use of tablets and more particularly the effects on learning practices and usage scenarios. The sample was composed by 43% (n= 6) women and 57% (n= 8) men. In terms of nationality, 57% (n= 8) came from Africa, 29% (n= 4) of them from Americas, 7% (n= 1) from Asia & Pacific and 7% (=1) from Europe. The interviews were held individually as it was not possible to organize a group interview. They were implemented throughout the 2-week training, in different days, between the end of the first week and beginning of the second week, to give participants the opportunity to familiarize with the tool.

Instruments Quantitative surveys were administered online via Socrative Student mobile application as it allowed for immediate feedback at the end of the training sessions. Surveys were available in both English and French. On the other hand, the interviews were conducted in English, French or Spanish according to participants’ comfort in speaking the language, and they were audio recorded

Acceptance Participants 90% (n= 77) of the participants of the training event filled in the questionnaire. Sixtyfour percent (n=47) were men and 36% (n=27) were women.

Instruments To assess the overall acceptance of tablets as learning devices in future trainings a final survey based on a slightly adapted UTAUT standard questionnaire (Venkatesh,

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Morris, Davis, & Davis, 2003) was distributed via a link on the tablet computer. The UTAUT questionnaire consists of 19 items measuring 5 variables (performance expectancy, effort expectancy, social influence, facilitating conditions and behavioral intention) with a 7-point likert-scale (see Appendix II for the full instrument).

Results This section outlines the results of this study in terms of (1) the range of activities the tablets were able to support; (2) the perceived educational benefits of tablets; and (3) the acceptance of tablets as learning devices.

Tablet-based activities The assortment of tablet-based activities carried out during the training varied greatly, from individual to collaborative activities (Table 1).

Table 1. Activities carried out with tablet computers mapped into a purpose-driven framework.

Access to content Note taking

Production of content

Communication

√

File storage

√

Online research

√

Daily surveys

√

Green Economy Photo brainstorming

√

Back channel Access to eCampus

Gathering feedback

√

√ √

Mind-mapping

√

Eco-mapping

√

√

From Table 1 it is clear that some of the activities were also multi-functional, serving more than one purpose. For example, in case of Eco-mapping participants had to produce environmental assessments of ITCILO campus and upload them on the online platform where peer-to-peer commenting happened at a later stage.

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Perceived educational benefit The training event took place at ITCILO campus in Turin, Italy and lasted for 2 weeks.

Each day participants could choose to attend among a variety of two-three elective courses. Although tablet computers were provided to participants for the whole length of the training as a learning support tool, a distinction needs to be made between those courses where tablet usage was motivated (e.g. trainers directed participants to using specific features) and those ones where tablet usage was not structured (e.g. participants used it for online research).

Table 2 provides a clear distinction between the courses where tablet usage was structured and specific guidance was provided, together with data related to participants’ satisfaction. Apart from the activities mentioned below, tablet was used each day during plenary sessions to enhance communication through the back channel. Questions related to each item were asked at the end of each elective course. Although, the satisfaction levels for all courses seem overall satisfying, it seems clear that the tablet computer does not have any incidence in the relevance of contents, subject matter, resource persons and therefore overall quality of the courses.

Table 2. List of elective course carried out during the training with data related to tablet usage and means of participants’ feedback.

Elective course

Tablet use

Relevance of content

Learning method

Resource persons

Relevance of subject

Overall quality

Climate change

unstructured

4,07

4,13

3,87

3,40

4,00

Stakeholder engagement in green economy processes

unstructured

4,00

4,06

4,38

4,38

4,88

Assessing green economy potential for job-rich growth

unstructured

4,09

4,36

4,64

4,00

4,36

Green infrastructure and green works

structured

4,15

4,08

3,92

4,00

4,31

Green jobs

structured

4,08

4,13

4,54

4,17

4,54

Poverty reduction for sustainable development

structured

4,44

4,20

4,60

4,00

4,27

Financial systems in sustainable development

structured

4,33

4,50

4,25

4,00

4,25

Fiscal policy for the green economy

structured

4,43

4,00

4,19

4,24

4,24

Skills challenges in greening the economy

structured

4,52

4,32

4,36

4,24

4,48

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Trade and green economy

unstructured

4,47

4,40

4,27

3,87

4,47

Gender equality in a green economy

unstructured

4,67

4,67

4,33

4,22

4,44

Green entrepreneurship

unstructured

4,29

4,06

4,13

3,87

4,06

Sustainable public procurement

unstructured

4,50

4,33

4,22

3,94

4,39

Promotion of green industry

unstructured

4,71

4,71

4,86

4,00

4,57

Renewable energy

unstructured

4,41

4,18

4,14

3,82

4,14

Solid waste management and recycling

structured

4,18

4,12

4,12

4,00

4,18

Green economy indicators

unstructured

3,86

3,69

3,68

3,59

3,62

Promotion of green industry

unstructured

4,39

4,33

4,33

3,67

4,22

Towards sustainable learning

unstructured

4,18

4,12

4,24

3,82

4,06

To further investigate participants’ perceived ease of use and perceived usefulness of tablets during the elective courses, specific questions on tablets were asked.

Table 3 shows that according to participants’ feedback tablet computers were particularly relevant for enabling new learning opportunities and capturing important insights, and in some cases also contributed to increased awareness for other participants’ ideas. When asked about the tablet being a distraction during the training, 4+5% percentages are rather low therefore it can be assumed that using the device in the classroom was not considered a disruptive element in the learning process.

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Table 3. 4+5% percentages related to perceived educational benefit of tablets throughout six sessions Tablets’ statements %4&5

Green infrastructures & green work

Green jobs

Poverty reduction for sustainable development

Financial systems in sustainable development

Skill challenges in greening the economy

Solid waste management and recycling

new learning opportunities

100%

84%

81%

75%

88%

94%

capture important insights

85%

84%

62%

75%

84%

94%

awareness for 46% others’ ideas

68%

69%

67%

80%

100%

distraction from training

23%

0%

0%

0%

16%

23%

overall benefit

100%

76%

81%

83%

68%

94%

This information was also validated through qualitative data collection and analysis.

Sixteen percent (n= 14) of participants were individually interviewed about their general experience with using the tablet as a learning device. The themes about “Tablets’ usability” and “Tablets’ usefulness in training” emerged and most people reported that it was easy to use. Although some participants were used to other operative systems, they could find their own way and, whenever needed, they found that asking to peers was the easiest way as they were surrounded by lots of colleagues using the same tool.

I was mostly familiar with the tablet. I did not have many issues but I saw many people I could ask for help.

It was easy and normal to use.

In particular, the usefulness and convenience of tablets during the training was linked to certain aspects: continuous and immediate access to learning content, online research, digital skills’ improvement, enhancement of communication and sustainability.

It was very useful to access the resource materials of the electives, that was great so that you are able to see what the resource person is sharing with the class.

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During the session it came up that there is no single definition of Green Economy, so I had to use the Internet on tablet to see what other people are saying. It is something that one has to really use.

From the point of view of new technologies, this forces people to keep digital skills updated. I saw people among my colleagues who have never used the tablet but they were pushed to use them. I think this also permit the integration of every body in the current and future work.

I liked very much the backchannel. I thought it was useful to have another tool for discussions, to ask questions, especially for people who don’t feel like asking questions in public.

I think it is a really good thing that you are taking it back because you don’t encourage waste. This is a sustainability conference and I think most people appreciated it very much.

In terms of mobile applications, they overall appreciated the selection of applications as they were. When asked to provide some recommendations, most comments were about allowing additional ways to transfer files from tablets to other devices:

I think it was good to consider only a certain type of applications If you put other applications, it may become overwhelming or distracting.

I think the applications were good.

Evernote, Google Drive, Google Keep to have a document cloud or the opportunity to sync readings and recordings.

Acceptance of tablets as learning devices Factor Analysis The communality of items following the Guttman-Kaiser-rule and the variance explained has been controlled. A further principal component analysis with Gradient Projection Algorithm Rotation (GPA) was conducted with a cutoff point of loading at 0.5. After removing all items related to facilitating conditions (FC1 – FC4), one item related to effort expectancy (EE3) and one item from the construct of social influence (SI3) a multiple-regression analysis has been conducted with the remaining variables.

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The test for appropriateness of factor analysis was confirmed. Bartlett’s test of sphericity was significant, χ2(651) = 171, p < .0001, and Kaiser’s measure of sampling adequacy was .80. A screen-plot confirmed that 5 factors have an Eigenvalue larger than 1 and the communality of all items was sufficiently high. The five extracted factors explain 71% of the variance. A further principal component analysis with Gradient Projection Algorithm Rotation (GPA) was conducted with a cutoff point of loading at 0.5. This has resulted in the following factor loadings (table 1).

Table 4. Factor loadings and communalities based on a principle components analysis with oblimin rotation for 19 items from the UTAUT scale (N = 77)

Using the tablet enhances my learning

Performance

Effort

Behavioural

Expectancy

Expectancy

Intention

Social

Facilitating Communa

Influence Conditions

lity

.83

.79

.81

.81

.76

.70

.72

.74

.53

.55

motivation (PE3) Using the tablet increases my performance in learning activities (PE4) I find the tablet useful in learning activities (PE1) Using the tablet enables me to accomplish tasks more quickly (PE2) I would become proficient at using the tablet (EE3) My interaction with the tablet is clear and

.81

.70

.79

.72

I find the tablet easy to use (EE1)

.76

.68

It is easy for me to become skillful at using

.76

.73

understandable (EE4) I have the knowledge necessary to use the tablet (FC2)

the tablet (EE2) I intend to use a tablet for future learning

.82

.80

.81

.76

activities (BI1) I predict I would use a tablet to improve my

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knowledge (BI2) I plan to use a tablet in the next two months

.71

.68

.67

.71

(BI3) I think that using the tablet fits well with the way I like to learn (FC3) People who are important to me think that I

.73

.77

.68

.80

.61

.76

.55

.52

should use the tablet (SI1) People who influence my learning behavior think that I should use the tablet (SI2) I have the resources necessary to use the

.56

tablet (FC1) I think that using the tablet is fashionable (SI4) My peers and facilitators have been helpful

.78

.67

.72

.66

in the use of the tablet (SI3) If I had a problem using the tablet, I could solve it very quickly (FC4) Note. Factor loadings < .5 are suppressed

The construct of facilitating conditions (FC) and its items showed cross-loadings to other constructs and no sufficient high loading between items of the construct and was removed. The item EE3 showed cross-loadings to performance expectancy and was also removed. Last but not least, the items SI3 was removed due to low factor loadings to other items of the construct. The remaining 13 items were further used with a 4factor solution (due to the removal of facilitating conditions).

Discussion In this paper we have described ITCILO experience with integrating tablet computers in a large training event. The following conclusions on usability and learning aspects can be drawn from the findings:

Importance of tabletsâ&#x20AC;&#x2122; usability for learning efficiency The user friendliness of tablet computers and of the selected mobile applications and features is an important condition to create effective technology integration in the classroom. As a result learners can immediately focus on the learning itself and not on technical or infrastructure issues that can constitute a distraction from learning. The

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applications and features selected for usage resulted to be efficient as the percentage regarding the tablet being a distraction from training were very low or non-existents.

Criteria for selecting the mobile applications included different aspects such as cost, language, operative system and usability where the latter was considered of primary importance even for overcoming language barriers.

Using the tablet was easy and normal for me.

The tablet is user-friendly, an easy tool. I am already familiar with it.

Forcing the use of a standard device can be probably a limitation at the beginning because participants owning a different tablet need some time to familiarize with it. On the other hand, the establishment of a standard technical infrastructure is easier for providing timely feedback. Finally, the peer-to-peer approach adopted during the training resulted to be an effective way to provide immediate support and to enable learning exchange among participants.

I have never used an iPad so I had problems running some functionalities, for example how to close tabs but I asked people so there was a little bit of learning exchange between participants, which generally is a good thing I guess.

Towards a blended learning experience The tablet allowed the creation of a truly blended learning activity, creating a physical bridge between the face-to-face phase and the digital space. To provide some examples, the online platform was fully integrated during face-to-face courses to access training materials on a daily basis, to provide input to discussions and produce new content.

I used the tablet for reading and to do all the other exercises. I think it helped a lot, to make us familiar with the online platform.

When asked to provide recommendations, participants sometimes refer to aspects that are not directly linked to the tablet usability but more related to the whole digital experience. It can be assumed that they could go beyond the tool and think about it in terms of a blended learning experience.

Maybe a tip would be to publish materials on the ecampus before the sessions not after. To know more about the session.

It was useful using the tablet. Maybe I would have liked to see the presentations uploaded a bit earlier on the platform. I would work more on the information belonging to each elective.

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Limitations Judging from the positive response gathered from participants, the use of tablets during the training can be overall rated as a successful intervention. However, through this pilot was also possible to detect some limitations that need to be taken into consideration for further integration of tablet computers in future training events.

These limitations were mainly of technical- logistic nature. Although tablet computers are designed to be personal devices, some built-in features had to be locked down when the tablets were distributed to participants, mainly for data protection and security issues. For example applications native to the device such as Gmail or access to the Apps Store were locked down. Therefore participants had to use only the applications and features available on tablets. This resulted as a limitation for participants who wanted to use other storage systems such as Evernote, Airdrop or Google Keep that were not available. A workaround solution was found and participants were asked to upload their files on Dropbox or to send these files via email and wetransfer.

Another issue was related to providing earlier information about the use of tablet computers to both participants and trainers coming from other organizations. Few participants stated that they would have not carried their own tablet knowing that they could be provided with one during the training; on the other hand trainers would have preferred to have some more time to reflect on the design of specific activities as it was for them the first time to integrate tablets into a training.

Finally, participants with less experience using tablets stated that they would have enjoyed having more time to practice tabletsâ&#x20AC;&#x2122; functionalities even though they could rely on the support received by peers and technical staff.

We may need to exercise more the use of all applications for someone who need help like me.

The collected information of moderators used in the original model such as experience, gender, age, and voluntariness has not been accounted for in the current research model.

Conclusion The assessment of the benefits of using tablets during a specific training event was motivated by the opportunity to validate a model to be used by ITCILO trainers in the design of future face-to-face training events. The tablet computers were used for accessing learning content, producing new content, gathering immediate feedback and enhancing communication. This study highlighted that tablet computers facilitated learning interactions by enabling collaborative learning and peer support. However, it is important to stress that in order to create successful tablets integration, strategic design of activities is needed, as substituting paper with tablet computers is not a guarantee for a successful learning experience. During the training event it was possible to carry out activities that were mostly cross-cutting to the event rather than linked to a specific course such as enhancing communication during plenary sessions,

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accessing training materials in a flexible way on the online platform, contributing to online discussions, producing new content like mind-maps and eco-maps, providing immediate feedback about the training which allowed for regular monitoring. By comparing the scores between the courses with structured and unstructured use of tablet, it seems clear that the tablet does not affect the relevance of contents, subject matter, resource persons and therefore overall quality of the courses. On the other hand, participants agreed that they overall benefited from using the device, which enabled new learning opportunities and captured important insights. Despite different models available, for conducting this study a comprehensive review and qualitative screening of different applications was conducted to come up with a purposeful sample of activities that could fit in a training targeting adult learners. As a further step towards the establishment of an institutional model, practical guidelines will be provided to ITCILO training managers for them to be guided in the design of tablet-enhanced activities and to structure them as much as possible in the overall training schedule.

Acknowledgements Acknowledgements for the completion of this study must be addressed to the Distance Education Learning and Technology Applications (DELTA) unit in charge of supporting the methodological integration of tablets and eCampus maintenance; the Employment Policy and Skills Development (EPSD) programme in charge of organizing the training; the Information and Technology Services (ICTS) programme for providing regular technical support and to the Evaluation unit of ITCILO for providing part of the material this study is based on.

Funding This work was jointly funded by Fondazione Goria, Fondazione CRT and the International Training Centre of the International Labour Organisation (ITCILO) within the framework of the â&#x20AC;&#x153;Master dei Talenti della SocietĂ Civileâ&#x20AC;? initiative.

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Venkatesh, V., & Davis, F. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186-204. doi:10.1287/mnsc.46.2.186.11926 Venkatesh, V., Morris, M., Davis, G., & Davis, F. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.

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Appendix Adapted UTAUT questionnaire

Performance expectancy 1

I find the tablet useful in learning activities

2

Using the tablet enables me to accomplish tasks more quickly

3

Using the tablet enhances my learning motivation

4

Using the tablet increases my performance in learning activities

Effort expectancy 5

I find the tablet easy to use

6

It is easy for me to become skillful at using the tablet

7

I would become proficient at using the tablet

8

My interaction with the tablet is clear and understandable

Social influence 9

People who are important to me think that I should use the tablet

10 People who influence my learning behaviour think that I should use the tablet 11 My peers and facilitators have been helpful in the use of the tablet 12 I think that using the tablet is fashionable Facilitating conditions 13 I have the resources necessary to use the tablet 14 I have the knowledge necessary to use the tablet 15 I think that using the tablet fits well with the way I like to learn

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16 If I had a problem using the tablet, I could solve it very quickly Behaviour intention 17 I intend to use a tablet for future learning activities 18 I predict I would use a tablet to improve my knowledge 19 I plan to use a tablet in the next two months

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