Classroom response systems: Using task technology fit to explore impact potential

dc.contributor.advisorClark, Jan G.
dc.contributor.advisorFies, Carmen
dc.contributor.authorJones, Kenneth D., II
dc.contributor.committeeMemberClark, Jan
dc.contributor.committeeMemberDietrich, Glenn
dc.contributor.committeeMemberKo, Myung
dc.contributor.committeeMemberFies, Carmen
dc.date.accessioned2024-02-12T14:41:47Z
dc.date.available2024-02-12T14:41:47Z
dc.date.issued2010
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe primary purpose of this study is to determine how students are impacted by the use of Classroom Response System (CRS) technology. This research explores the nature of the outcomes experienced by students and their perceptions on the leading pedagogy and practices for using CRS technology in the classroom. The research is both quantitative and qualitative in nature. Using the Task-Technology Fit (Goodhue and Thompson 1995) theoretical model and Kirkpatrick's four-level model (Kirkpatrick 1996) to define outcomes, this study employs a quasi-experimental design with two large Information Systems classes over the course of a semester. One class, the Treatment Group, used CRS technology and the other, the Control Group, did not. Data collected from this quasi-experiment were analyzed for patterns using Multivariate Adaptive Regression Splines (MARS), a data mining technique, used to profile types of students based on their experienced outcomes, personality, and levels of perceived fit. Follow-on qualitative discussions with students provided insight to student perceptions about CRS technology use. Findings from the study suggest that automated CRS technology produces different outcomes for students than analog response systems, based on both the student's personality profile and their level of perceived fit. Suggestions for future research are also presented.
dc.description.departmentInformation Systems and Cyber Security
dc.format.extent149 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781124385310
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4169
dc.languageen
dc.subjectClassroom Response Systems
dc.subjectClickers
dc.subjectCRS
dc.subjectMARS
dc.subjectTask Technology Fit
dc.subjectTTF
dc.subject.classificationInformation technology
dc.subject.classificationAdult education
dc.subject.classificationEducational technology
dc.subject.classificationBusiness administration
dc.titleClassroom response systems: Using task technology fit to explore impact potential
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInformation Systems and Cyber Security
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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