Article Reflection

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Photo by Armin Rimoldi on Pexels.com
Photo by Armin Rimoldi on Pexels.com

For my research topic I did an article analysis of “Technology acceptance of four digital learning technologies (classroom response system, classroom chat, e-lectures, and mobile virtual reality) after three months’ usage” (Sprenger & Schwaninger, 2021). The core of the study attempts to identify the effective usage of four technologies in a single General Psychology course and measure the comparative acceptance of those methods over the span of a semester using a technology acceptance model (TAM).

With the growing integration of technology and educational environments, there is an increased importance in examining the tools students are provided and adopting in the classroom. The technology used in this specific study included: Classroom Response Systems (CRS), Classroom Chat (CC), E-Lectures, and Mobile Virtual Reality. Methods such as these enable various usage and effectiveness when applied to course alignment and student preference. Where libraries, textbooks, and in-person lectures previously made up the traditional classroom, new technologies are transforming the learning environment for students and teachers, making interaction and conversation more fluid while allowing for refined approaches to instruction that encourage successful student outcomes.

One of the interesting takeaways from this study is how the mobile VR technology was given less than favorable support from students due to technical issues and its absence of effective application towards the course content. According to Sprenger & Schwaninger (2021), “A further issue might have been that in comparison to commercially available VR products, our mobile VR modules were simple, which also might have been underwhelming and impacted the students’ ratings” (p. 13). Results such as this better inform how to effectively approach course instruction when integrating technology, because even a promising technology, such as virtual reality, can be misplaced if not utilized properly or readily adopted in the intended learning environment.

Looking forward, I hope to find research that examines other technologies in different environments and perhaps has successful or positive integration of VR technology, just to have a reference for its promise and already established shortcomings from this study.

Sprenger, D. A., & Schwaninger, A. (2021). Technology acceptance of four digital learning technologies (classroom response system, classroom chat, e-lectures, and mobile virtual reality) after three months’ usage. International Journal of Educational Technology in Higher Education, 18(1), 1–17. https://doi.org/10.1186/s41239-021-00243-4

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