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Laptops vs Desktops in a Google Groups environment

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Laptops vs Desktops in a Google Groups environment

Laptops vs Desktops in a Google Groups environment

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  • 1. Laptops vs Desktops in a Google Groups environment Steven Lopes Abrantes Instituto Politécnico de Viseu (Portugal) [email_address] Luís Manuel Borges Gouveia Universidade Fernando Pessoa (Portugal) [email_address] ICL 17-September-2010
  • 2. Main Purpose of the study
    • Establish whether the laptop users are in the flow state when using Google Groups
    • Establish whether the Desktop users are in the flow state when using Google Groups
    • Verify if Google Groups are a viable alternative to support learning.
    • Verify if laptops users are more in the flow state than desktop users
  • 3. Technology Environments
    • New technologies allow the creation of new (better?) knowledge spaces;
    • Now, besides the school, also the working place and the home have become places for education and learning;
    • The number of people in their homes using the Internet to increase their knowledge is increasing;
    • The computer can still be understood, not as one common tool, but a tool that support and foster collaborative learning.
  • 4. Technology Environments
    • For a long time, it was felt that teaching was primarily (1) the transmission of knowledge ( content ), (2) the training of the memory , and (3) the sharing of the society values in students;
    • It was felt that learning was to acquire knowledge through a process of attention, memorization, and reproduction of it;
    • The integration of computer in education is now a reality impossible to ignore and one that must be studied;
  • 5. Google Groups and the flow experience
    • An aspect related with the interaction of the users with collaborative environments has to do with the flow experience introduced by Csikszentmihalyi (1975).
    • Csikszentmihalyi says that a person who is in the presence of the flow state has the following characteristics:
      • Clear goals and immediate feedback;
      • Equilibrium between the level of challenge and personal skill;
      • Merging of action and awareness;
      • Focused concentration;
      • Sense of potential control;
      • Loss of self-consciousness;
      • Time distortion;
      • Autotelic or self-rewarding experience.
  • 6. Google Groups and the flow experience
  • 7. Google Groups and the flow experience
    • This study uses five dimensions to define the flow state (Trevino e Webster, 1992; McKenna e Lee,2005) :
        • Control;
        • Attention Focus;
        • Curiosity;
        • Intrinsic Interest.
        • Sense of time
  • 8. The study
    • This study involves one hundred and twelve students from a university school;
    • The main tool used was Google Groups;
    • The survey used five dimensions :
        • Control;
        • Attention Focus;
        • Curiosity;
        • Intrinsic Interest.
        • Sense of time
  • 9. The study
    • In this study we verified:
    • 78.57% were males and 84,82% had ages between sixteen and twenty four years;
    • The majority of the respondents used the laptop (72.32%) to access the tools of the project, followed by the desktop (27,68%) ;
    • We verified that Cronbach’s alpha is superior to 0.7, being able to conclude that the data is related to one same dimension
  • 10. The study (Laptop)
    • In this study we verified:
    • From the factor analysis it was possible to isolate two factors :
      • Factor group 1 : (Intrinsic Interest, Control and Curiosity),
      • Factor group 2 : (Attention Focus and Sense of time).
    • In order to determine the presence of the flow experience for users that used laptops to access
    • Google Groups, it was verified that, on average, the students were above three
    • (Likert scale of five points).
  • 11. The study (Desktop)
    • In this study we verified:
    • From the factor analysis it was possible to isolate two factors :
      • Factor group 1: (Attention Focus, Sense of time, Intrinsic Interest and Curiosity)
      • Factor group 2: (Control)
    • In order to determine the presence of the flow experience for users that used desktops to access
    • Google Groups, it was verified that, on average, the students were above three
    • (Likert scale of five points).
  • 12. Conclusions
    • The majority of the students were males, had ages between sixteen and twenty four years and that most of the students have already used discussion forums .
    • The variables described all the same characteristic (threw the determination of the Cronbhach’s alpha), that is, the variables describe the flow experience .
    • From the factor analysis it was possible
    • to isolate two factors (Laptop)
      • Factor group 1 : (Intrinsic Interest, Control and Curiosity),
      • Factor group 2 : (Attention Focus and Sense of time).
  • 13. Conclusions
    • From the factor analysis it was possible
    • to isolate two factors (Desktop)
      • Factor group 1: (Attention Focus, Sense of time, Intrinsic Interest and Curiosity)
      • Factor group 2: (Control)
    • The average of the five variables associated
    • with the flow experience, for students who
    • used the laptops, were greater than those
    • using the desktop to access the tools of the project development.
  • 14. Conclusions
    • The majority of the students that use laptops to access Google Groups, are in the presence of the flow experience.
    • Google Groups is a good way for students
    • to learn when using laptops.
  • 15. Conclusions
    • We can say that mobile users interact with Google Groups, with a more entertainment spirit and sense of involvement and satisfaction then the users that have used the desktop to access Google Groups