Factors influencing students' beliefs about the future in the context of tablet-based interactive classrooms |
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| Affiliation: | 1. Chung-Ang University, Center for Teaching and Learning, 84, Heukseok-Ro, Dongjak-Gu, Seoul, Republic of Korea;2. Dongguk University, Department of Education, College of Education, 30, Pildong-ro 1-gil, Jung-gu, Seoul, 100-715, Republic of Korea;1. POSCO Group University, POSCO R&D Center, Songdogwahak-ro, Yeonsu-gu Incheon, 21985, South Korea;2. Academy of Convergence Education, Inha University, 100 Inharo, Nam-gu, Incheon, 22212, South Korea;1. Information Systems and Technologies Department, Samara National Research University, 34 Moskovskoe sh., 443086 Samara, Russia;2. Foreign Languages Department, Samara National Research University, 34 Moskovskoe sh., 443086 Samara, Russia;1. Department of Educational Psychology and Counseling, National Taiwan Normal University, 162, HePing East Road, Section 1, Taipei, Taiwan;2. School of Education, University of New South Wales, UNSW, Sydney, NSW 2052, Australia;1. Magellan, IAE Lyon, Université Jean Moulin Lyon 3, 6 cours Albert Thomas BP 8242, 69355 Lyon Cedex 08, France;2. LIRIS, UMR52, France;3. Distance Learning University Switzerland, Techno-Pôle 5, Case postale 218, CH3960 Sierre & TECFA, FAPSE, University of Geneva, 40 Bd. du Pont d''Arve, CH1205 Genève, Switzerland;4. University of Nantes, LINA – UMR 6241 CNRS, Rue Christian Pauc, BP50609, 44306 Nantes Cedex 3, France;5. Université de Toulon, I3M, Campus Porte d''Italie, 70 Avenue Devoucoux, 83000 Toulon, France |
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| Abstract: | With the distribution of easy-to-use tablet computers, tablet-based interactive classrooms have become popular environments for innovative learning activities in recent years. However, little research has investigated the relationship between technologically enhanced learning environments and students' beliefs about the future and self-efficacy for learning. In this study, young students' perceptions of tablet-based interactive classrooms, beliefs about the future, and self-efficacy for learning in rural areas of Korea were examined after the students engaged in tablet-based interactive classrooms. To develop the theoretical framework, we created a structural research model of ease of use, usefulness, satisfaction, deepened experiences through tablet use, beliefs about the future, and self-efficacy in tablet-based interactive classrooms based on a partial least squares (PLS) method. The results indicate that (1) students in tablet-based interactive classrooms perceive frequent experiences with tablet-based instructions as easy and useful and (2) student satisfaction is significantly influenced by their perceptions of deeper learning experiences through tablet use, which are significantly influenced by their future expectations and self-efficacy for learning. This study provides relevant implications for educators who design learning activities for students in rural schools in tablet-based interactive classroom environments. |
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| Keywords: | Tablet-based instruction Beliefs about the future Self-efficacy Desire for learning Technology integration |
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