Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/3782
Title: Examining perceptions of academic staff on the factors affecting the use of smartphones as a Constructivist Learning Tool : a proposed model
Authors: Dyubele, Sithembiso 
Keywords: Constructivist learning tools;Smartphones in education;Technology in education
Issue Date: 5-Jul-2021
Abstract: 
The rapid growth of mobile technology has brought enormous benefits in terms of communication and how some tasks may be accomplished using this technology. However, although many benefits have been identified, many disadvantages have also been identified. The focus of this study was to determine the perceptions of academic staff members on the factors that affect the use of smartphones as a constructivist learning tool by students rather than as a mere communication and distraction gadget.
The factors that could affect the use of smartphones as a constructivist learning tool were identified through a comprehensive literature review. Based on the factors found, a model depicting the relevant factors was constructed, and the model was validated. Six independent constructs for the model; Demographics, Attitudes towards smartphones, Facilitating Conditions, Perceived Ease of Use, Perceived Usefulness, and Performance Expectations, were identified by grouping variables to measure each construct together. A questionnaire, based on the constructs and variables, was administered. The resulting data were analysed to validate the model. The conceptual model, tested by the survey, showing the significance of each factor, indicated that all the independent constructs impact the use of smartphones as a constructivist learning tool, either for communication and/or sharing academic-related activities.
The results of this study found that Demographics, such as academic departments, Attitudes towards smartphones, Facilitating Conditions, Perceived Ease of Use, Perceived Usefulness, and Performance Expectations all impact the use of smartphones as a constructivist learning tool.
Description: 
Submitted in fulfilment of the requirements for the Masters Degree of Information and Communications Technology, Durban University of Technology, Durban, South Africa, 2021.
URI: https://hdl.handle.net/10321/3782
DOI: https://doi.org/10.51415/10321/3782
Appears in Collections:Theses and dissertations (Accounting and Informatics)

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