The overall theme of this thesis is the study of incorporating gamification design approaches in the creation of mobile educational software. The research presented in this thesis focuses on the design and testing of software created to teach introductory computer science and literacy concepts to postsecondary and adult learners. A study testing the relative effectiveness and subjective user enjoyment of different interfaces for a mobile game is also included in this thesis, as the results of the study led to the primary research objectives investigated in further studies. Our primary research objective was to investigate whether using gamification design approaches to mobile educational software could result in student engagement and learning. Our central hypothesis is that gamification design approaches can be used to create engaging and educationally effective mobile educational software. Our secondary research objective is to determine how mobile educational software can be made more or less engaging and educationally effective through gamification design approaches, by trying different approaches, testing the resulting applications, and reporting the findings. Three studies were conducted based on these objectives, one study to teach various computer science concepts to students in a first year computer science course with iPad applications, and two studies which used iPad applications to teach punctuation and homonyms, and improve reading comprehension. The studies document the design of the applications, and provide analysis and conclusions based on the results of testing. Through the results of these studies we affirm our hypothesis. We make design suggestions for software creators, such as providing corrective feedback to the user. We discuss common themes that emerged across the studies, including how to best use educational software. Finally, as avenues for future work, we suggest investigating the impromptu social effects of using tablet software in a classroom, and the development of a usability testing platform. / Thesis / Doctor of Philosophy (PhD) / The overall theme of this thesis is the study of how gamification can be used to make mobile educational software engaging and effective as a learning tool. The research presented in this thesis focuses on the design and testing of software intended to teach introductory computer science and literacy concepts. The hypothesis guiding this work is that mobile educational software can be made engaging and educationally effective by incorporating game design elements. Through four studies we affirm our hypothesis, and document the relative success of various gamification techniques in different contexts. We make design suggestions for software creators, such as providing corrective feedback to the user. We discuss common themes that emerged across the studies, including how to best use educational software. Finally, as avenues for future work, we suggest investigating the impromptu social effects of using tablet software in a classroom, and the development of a usability testing platform.

ABSTRACT The goal of this qualitative study was to gain an understanding of the perception that exists for fourteen Jamaican instructional leaders as they integrate Tablet Computers (TCs) into the pedagogical process to prepare grade four students for the Grade Four Literacy Test (G4LT). The research was conducted in four schools; three rural primary schools in the parishes of Trelawny, Manchester and St Elizabeth and an urban primary school in Kingston. The focal group comprised four principals, three vice principals, three grade four coordinators and four grade four teachers from the scope of schools that were piloting the Tablet in School (TIS) initiative. Structured interviews and observation were used as data sources. Findings from the data revealed that the instructional leaders, while receptive to the initiative of utilizing the TCs in the pedagogical process, were unable to speak to how effective its usage was in preparing students for the G4LT. Furthermore, although the devices were somewhat facilitated in the teaching and learning process, the majority of instructional leaders did not use them to teach the components of the examination. Finally, results suggested that the usage of the TC as an instructional tool had encouraged more favourable responses from students in the classroom learning environment. As the first study to investigate the integration of TC to teach literacy in the Jamaican Primary Classroom, the current study provided novel insights and a springboard for more qualitative investigations into this particular phenomenon. It is also anticipated that the emerging data will influence and inform decision making within the Ministry of Education (MoE). / Educational Leadership

No / Opportunities to participate with enjoyable activities is one of the most frequently reported unmet needs by the person living with dementia. Enabling and intuitive technologies may offer accessible ways to engage with such activities. Objectives: To explore how tablet computers might encourage participation in enjoyable activities by people with moderate levels of dementia and to consider how such technologies might be incorporated into the repertoire of activities currently provided through day care settings. Methods: A focused visual ethnographic approach was developed specifically to meet the research objectives. Twelve participants attending a community day care centre and nine supporters (both volunteers and paid staff) consented to take part in the research. Technology facilitated group activity sessions took place twice a week for a period of four weeks and all were video recorded. Findings: Video analysis demonstrated that the majority of people with dementia found the technology an effective means of participating in enjoyable activities. Analysis also revealed the extent to which participation relies on the existence of effective support. It showed how maintaining focus on retained strengths and abilities enabled the group overall to meet and often exceed their own and others perceived capacity to participate. Finally, analysis confirmed the importance of enjoyment of activities ‘in the moment’ and the need for those supporting people in the moderate stages of dementia to acknowledge and work with this. Conclusion: The use of tablet computers to enhance participation in sociable and enjoyable activities in day care settings is realistic and achievable if supported appropriately.

A research project submitted in partial fulfillment of the requirements for the degree of MA in Social and Psychological Research in the Faculty of Humanities, University of the Witwatersrand, Johannesburg. 2016 / The use of various information technologies in education is becoming more prevalent due to the fact that they are thought to have several advantages over traditional pen and paper as well as the fact that they are seen as a means to decrease the digital divide and ensure equal access to educational resources. In South Africa, initiatives such as the Smart Schools program aim to make schools paperless in the near future through the use of smartboards and tablets. With such emphasis on the success of the integration of educational technology it is imperative that we understand the factors which influence this process. Current research points to the idea that the mere provision of educational technology is not sufficient to garner success and that there are also intrinsic factors which need to be considered when integrating educational technology. This study follows on from this premise of intrinsic factors in that it investigates learner attitudes towards tablet usage in a blended learning environment. An extended version of the Technology Acceptance Model which posits that perceived usefulness, perceived ease of use and perceived enjoyability are the factors which need to be taken into account when exploring learner attitudes is used as the theoretical basis for this study. Other factors which are thought to influence attitudes as well as the success of tablet integration (as measured by learner achievement) are learning style preferences, motivation as well as access to various form of technology and thus familiarity with such technology. These factors were also explored through this research. Access to technology, learning style preference and motivation as predictors of overall attitudes and the three components of attitudes were thus explored. This study further investigated whether attitudes (and the three components of attitudes), learning style preferences or learner motivation best predicted academic achievement. The sample consisted of 276 learners from one independent and one public school in Johannesburg where tablets had already been introduced into the learning environment. A questionnaire consisting of an Attitudes Towards Tablet Usage Scale, a Learning Styles Scale, a Motivation Scale and an Access Scale was used. The results of this study indicated that overall attitudes towards tablet usage were relatively positive. The most positive component was perceived ease of use followed by perceived usefulness and then perceived enjoyability. Attitudes towards ECT (and the three components) were influenced by learning style preferences, motivation and access to technology while learner achievement was influenced by learner attitudes as well as learning style preferences. This provides valuable insights into the tablet integration process in that we conclude that tablet provision, while necessary, is not sufficient for the successful integration of tablets and subsequent reduction in the digital divide. / GR2017

The ways people go online have been transformed by the emergence of new mobile Internet technologies. As modes of Internet access are becoming increasingly diverse, this thesis sets out to examine how various forms of access shape engagement with online resources. Inequalities in Internet access have been neglected in the "second-level digital divide" research, which has focused on differences in skills and usage. Thus, I argue that inequalities of access have to be revisited and their role in digital inclusion reassessed. To study individuals' arrangements of Internet-enabled devices and locations holistically and as a dynamic entity, access is conceptualised as infrastructure. Theoretically, I distinguish between material dimensions of access and social practices shaping access, and draw on existing models of digital inclusion to examine the role of these dimensions and practices in online engagement. Empirically, a mixed methods research design is employed, complementing longitudinal analyses of survey data representative of the British population with 29 qualitative interviews with British Internet users. This study contributes to our understanding of material and social dimensions of access and their impact on Internet use patterns. First, the conceptualisation of Internet access as infrastructure is empirically validated. Second, quality, locality and ubiquity are established as material dimensions of access, where offline social and economic resources most strongly affect inclusion in high-quality, multi-local and ubiquitous Internet access. Third, three specific practices encompassing how users develop and maintain their access infrastructures are identified: spotlighting, distributing and being stranded. They reflect differences in roles Internet technologies play in individuals' daily lives as well as differences in availability of offline resources. Fourth, the results show that, controlling for a range of digital inclusion factors, the access inequalities have significant effects on a range of online engagement types, but are most strongly related to commercial and communication uses of the Internet. In sum, this study provides a nuanced understanding of how different mechanisms underlie the development, maintenance and engagement with Internet access, depending on whether access arrangements are shaped by digital exclusion or choice. Specifically, by outlining critical differences among all-round, mobile-mostly, mobile-only and home-only Internet users, broader policy and research implications are also discussed.

Made available in DSpace on 2014-06-11T19:24:10Z (GMT). No. of bitstreams: 0 Previous issue date: 2013Bitstream added on 2014-06-13T20:12:07Z : No. of bitstreams: 1 rocha_rgo_me_bauru.pdf: 1280483 bytes, checksum: a87490eacdf04e4bdffb4cebede4c2bd (MD5) / À medida que a tecnologia avança, novos equipamentos surgem e, com eles, novas possibilidades. Nesse contexto, o objetivo do presente estudo foi verificar se o tablet digital é uma ferramenta possível para inclusão digital de idosos, e como tecnologia pode ser usada a favor das pessoas nessa fase da vida. A metodologia utilizada foi pesquisa de campo (exploratória) qualitativa. A amostra do projeto foi composta por sete mulheres e dois homens, sem contato anterior com computador e idade média de 67.22 anos. Para o estudo com tablet, a amostra foi composta de três mulheres e dois homens, selecionados segundo critérios preestabelecidos. Para avaliação do estudo, foi aplicado um questionário online, com 21 perguntas e respostas predefinidas em uma escala Likert de 5 pontos, com variação de escala de muito ruim a muito bom. Os critérios avaliados foram: usabilidade, leiaute da interface, funcionalidades, intuitividade e satisfação. Além de questionário, houve análise das atividades em tablet colhido por meio de filmagem com webcams, de observações e relatos espontâneos. De uma maneira geral, o trabalho corresponde às hipóteses levantadas e procura suscitar outras investigações advindas do estudo. Todos os sujeitos obtiveram sucesso na manipulação do iPad, não havendo receio ou medo durante a exploração. As entrevistas mostraram satisfação em relação ao equipamento / As technology advances, new devices emerge and with them new possibilities. In this context, the aim of this study was to verify if the tablet is a feasible tool for the digital inclusion of the elderly and how it can be used in their favor. Qualitative field research (exploratory) was used in this study sample with seven women and two men, who had not had previous contact with a computer, and whose average age was 67.22 years. For the study with tablets, the sample consisted of three women and two men who were selected according to predetermined criteria. An online questionnaire with 21 predefined questions and answers on a 5-point Likert scale, ranging from very bad to very good, was applied to evaluate the study. The following criteria were evaluated: usability, interface layout, functionality, intuitiveness and fulfillment. In addition to the questionnaire, records of activities developed in tablets collected by webcams, observations and spontaneous reports were analyzed. As a whole, the work meets the hypotheses and is seeking other investigations arising from the study. All subjects were successfull in handling the iPad, with no fear or fear duramnte exploration. The interviews showed sastisfaction with the equipment

The purpose of this study was to examine the use of tablet computers in a Swedish language, classroom. This study aims to investigate student and teacher attitudes when using tablet computers for story writing. One fifth grade classroom was observed on three occasions and a total of six students and three teachers were subsequently interviewed. This study addresses the following questions: <ul type="disc">How are tablet computers used for writing stories in a Swedish classroom?   What opportunities and obstacles do teachers experience when using the tablet computers when it comes to writing stories? Which method was preferred by the students? Writing stories on tablet computers or writing by hand? This qualitative study was based on observations and interviews. Analysis of observations and interviews show that the tablet computers appear to help the students with language, organisation and structure in the writing of stories. However, teachers still need to incorporate both writing by hand and using the tablet computers to ensure competence for real-life situations which still use a mixture of both skills. The results also showed that tablet computers are a useful tool for communication when students help each other in their writing. Classroom observations suggest that tablet computers can act as a mediator tool in the Swedish elementary school classroom primarily as it makes the writing process easier for the students. Analysis of teacher interviews suggest that teachers prefer to have students use tablets as it makes the student’s texts clearer, facilitating assessment.

Orientador: João Roberto Gomes Faria / Banca: Márcia Barros de Sales / Banca: Luís Carlos Paschoarelli / Resumo: À medida que a tecnologia avança, novos equipamentos surgem e, com eles, novas possibilidades. Nesse contexto, o objetivo do presente estudo foi verificar se o tablet digital é uma ferramenta possível para inclusão digital de idosos, e como tecnologia pode ser usada a favor das pessoas nessa fase da vida. A metodologia utilizada foi pesquisa de campo (exploratória) qualitativa. A amostra do projeto foi composta por sete mulheres e dois homens, sem contato anterior com computador e idade média de 67.22 anos. Para o estudo com tablet, a amostra foi composta de três mulheres e dois homens, selecionados segundo critérios preestabelecidos. Para avaliação do estudo, foi aplicado um questionário online, com 21 perguntas e respostas predefinidas em uma escala Likert de 5 pontos, com variação de escala de muito ruim a muito bom. Os critérios avaliados foram: usabilidade, leiaute da interface, funcionalidades, intuitividade e satisfação. Além de questionário, houve análise das atividades em tablet colhido por meio de filmagem com webcams, de observações e relatos espontâneos. De uma maneira geral, o trabalho corresponde às hipóteses levantadas e procura suscitar outras investigações advindas do estudo. Todos os sujeitos obtiveram sucesso na manipulação do iPad, não havendo receio ou medo durante a exploração. As entrevistas mostraram satisfação em relação ao equipamento / Abstract: As technology advances, new devices emerge and with them new possibilities. In this context, the aim of this study was to verify if the tablet is a feasible tool for the digital inclusion of the elderly and how it can be used in their favor. Qualitative field research (exploratory) was used in this study sample with seven women and two men, who had not had previous contact with a computer, and whose average age was 67.22 years. For the study with tablets, the sample consisted of three women and two men who were selected according to predetermined criteria. An online questionnaire with 21 predefined questions and answers on a 5-point Likert scale, ranging from very bad to very good, was applied to evaluate the study. The following criteria were evaluated: usability, interface layout, functionality, intuitiveness and fulfillment. In addition to the questionnaire, records of activities developed in tablets collected by webcams, observations and spontaneous reports were analyzed. As a whole, the work meets the hypotheses and is seeking other investigations arising from the study. All subjects were successfull in handling the iPad, with no fear or fear duramnte exploration. The interviews showed sastisfaction with the equipment / Mestre

To study a text, learners often engage in active reading. Through active reading, learners build an analysis by annotating, outlining, summarizing, reorganizing and synthesizing information. These strategies serve a fundamental meta-cognitive function that allows content to leave strong memory traces and helps learners reflect, understand, and recall information. Textbooks, however, are becoming more complex as new technologies change how they are designed and delivered. Interactive, touch-screen tablets offer multi-touch interaction, annotation features, and multimedia content as a browse-able book. Yet, such tablet textbooks-in spite of their increasing availability in educational settings-have received little empirical scrutiny regarding how they support and engender active reading. To address this issue, this dissertation reports on a series of studies designed to further our understanding of active reading with tablet textbooks. An exploratory study first examined strategies learners enact when reading and annotating in the tablet environment. Findings indicate learners are often distracted by touch screen mechanics, struggle to effectively annotate information delivered in audiovisuals, and labor to cognitively make connections between annotations and the content/media source from which they originated. These results inspired SMART Note, a suite of novel multimedia annotation tools for tablet textbooks designed to support active reading by: minimizing interaction mechanics during active reading, providing robust annotation for multimedia, and improving built-in study tools. The system was iteratively developed through several rounds of usability and user experience evaluation. A comparative experiment found that SMART Note outperformed tablet annotation features on the market in terms of supporting learning experience, process, and outcomes. Together these studies served to extend the active reading framework for tablet textbooks to: (a) recognize the tension between active reading and mechanical interaction; (b) provide designs that facilitate cognitive connections between annotations and media formats; and (c) offer opportunities for personalization and meaningful reorganization of learning material.

There has been a dramatic increase in the utilization of technology within the fields of education and rehabilitation in the past two decades. Two studies focused on technology intended to assist a total of seven young adults with developmental disabilities to increase independence, decrease the need for paid supports, and improve task performance. Participants completed food preparation tasks in an employee break room, adhering to an industry specific protocol, while using a task application on an iPad that provided audio and video prompts. A multiple baseline across participants was used to show effects of the intervention on task performance and reliance on prompts. Results indicated that using an application on an iPad to video model tasks was effective in improving and maintaining accurate skill performance, while reducing the need for prompts. Participants in both study one and study two demonstrated mastery of task performance using the iPad application. In study one, three of the four participants faded the use of prompts, whereas only one of the three participants demonstrated independence in study two. Implications for future research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection