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Evaluating acceptance of a haptic learning resource from various perspectives


Yeom, S and Fluck, A and Sale, A, Evaluating acceptance of a haptic learning resource from various perspectives, Tomorrow's Learning: Involving Everyone, Springer Nature, A Tatnall, M Webb (ed), Switzerland, pp. 243-250. ISBN 978-3-319-74310-3 (2017) [Research Book Chapter]

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Copyright 2017 IFIP International Federation for Information Processing

DOI: doi:10.1007/978-3-319-74310-3_26


The Technology Acceptance Model (TAM) was the basis of this study to investigate students’ acceptance of a haptic learning resource in anatomy education. Based on the two main elements, perceived ease of use and perceived usefulness of TAM, this study used additional elements such as gender, prior experiences with similar resources, learning preference modes, and enrolled undergraduate courses to investigate students’ learning achievement and acceptance. No significant differences were found between genders or enrolled courses in the acceptance of the system in terms of ‘ease of use’ and ‘usefulness’ of the system. Students with previous experience with 3D were more favourable to a haptic device, this was statistically significant (p = .025) for "would use" and they also scored higher on the associated quiz (p = .050, Mann-Whitney U test).

Item Details

Item Type:Research Book Chapter
Keywords:learning resource, haptic interface, anatomy learning, Phantom Omni
Research Division:Information and Computing Sciences
Research Group:Library and information studies
Research Field:Human information interaction and retrieval
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teaching and instruction technologies
UTAS Author:Yeom, S (Dr Soonja Yeom)
UTAS Author:Fluck, A (Associate Professor Andrew Fluck)
UTAS Author:Sale, A (Professor Arthur Sale)
ID Code:124436
Year Published:2017
Deposited By:Education
Deposited On:2018-02-22
Last Modified:2019-12-17

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