Traditional Instructional Systems Design (ISD) has focused upon measurable learning, but the emerging emphasis on informal
methods of learning, combined with powerful mobile computing devices, is turning the spotlight to mobile performance support (mPS) in lieu
of formal instruction. However, there is thus far little research into how to design effective mPS, what design principles should be
brought to bear, how mPS tools should be evaluated, and so on (Martin, Díaz, Martínez-Mediano, Sancristobal, Oliva, Peire, & Castro,
2010; Paino & Rossett, 2008), leaving designers of mPS without evidence-based guidance for their practice. To capture a picture of
methodologies presently being used to design mPS, as well as the perceived effectiveness of those methods, three recent examples of mPS
were examined and the individuals responsible for them were interviewed. The first case was the "Bedsider", created by the National
Campaign to Prevent Teen and Unplanned Pregnancy, a private, nonprofit organization. The second case was a "Turbulence App", created by
Delta Air Lines, Inc., a publicly traded for-profit organization. The final case was the "Prescribed Fire Smoke Management Pocket Guide",
or "Smoke App", created through the collaboration of the U.S. Department of Defense’s Advanced Distributed Learning Initiative and the
Southeastern Regional Partnership for Planning And Sustainability. Each case study focused upon process employed, results, and concerns.
Cross-case analysis examined similarities and differences between the methodologies, as well as apparent importance of the variation. The
individual mPS design approaches were compared with traditional ISD methodology, and the three mPS design models were aggregated into a
consensus mPS design model (CDM) and compared with traditional ISD methodology to identify any significant differences. This study sought
to answer two major questions and two related secondary questions. The first major question was, what mPS design methodologies are
organizations actually using? The individual design models in use are described in each case study. The second major question was, how do
the methodologies in use compare with traditional instructional design methodology? Although similar in many ways, there were important
divergences, particularly with regard to analysis and evaluation activities. The answer to the third questions, how the mPS methodologies
in actual use are perceived in terms of effectiveness, was unequivocal. The sponsors of all three cases expressed complete satisfaction
with the resulting mPS tools and with the outcomes. The fourth question was, how might the mPS design methodologies in actual use be
improved? Several interviewees shared notions of what they "would do differently next time", and the consensus model provided the basis
for suggestions for improvement in the front-end and back-end design activities. The significance of this study lies in the documentation
of design procedures presently used to create mPS, and the description of how instructional designers might wish to approach the design of
mPS in the future. This study helped identify and describe models in actual use in three organizations representing for-profit,
not-for-profit, and government sectors, and examined the implications of differences between those models and traditional ISD methodology.
This research also makes recommendations for improvement in mPS design practices. Those who follow this advice may find that they design
better mPS applications / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial
fulfillment of the Doctor of Philosophy. / Fall Semester 2016. / November 10, 2016. / ADDIE, EPSS, instructional design, mLearning, mobile, performance support / Includes bibliographical references. / Robert A. Reiser, Professor Directing Dissertation; Stephen D. McDowell, University
Representative; Vanessa P. Dennen, Committee Member; Marcy P. Driscoll, Committee Member; James D. Klein, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_405571 |
| Contributors | Dick, Walter David (authoraut), Reiser, Robert A. (professor directing dissertation), McDowell, Stephen D., 1958- (university representative), Dennen, Vanessa P., 1970- (committee member), Driscoll, Marcy Perkins (committee member), Klein, James D. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting departmentdgg) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (152 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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