User experiences of learners in technology-facilitated learning in a resource deprived context

Abstract

Technology is infiltrating our lives and the classroom can therefore be no exception. The purpose of this study is to determine how the user experiences of learners are influenced by the use of tablets in teaching and learning in a rural school in the Eastern Cape Province. The emphasis on ICT and education has predominantly focused on the teacher and issues relating to the teacher. The focus of this study is on the learners as the receivers of technology-facilitated learning and considers their emotions, attitudes and motivation as a result of their interaction with the technology. The main research question encompasses how learners experience technology-facilitated learning in a resource deprived environment. A qualitative case study was conducted with an inductive approach from an interpretivist philosophy. Data collection included the creation of physical artefacts, interviews and observations. Data was analysed by means of thematic analysis. The foundation of the study is built upon the Activity Theory and User Experience as frameworks, which were integrated and applied as the conceptual framework. The Activity Theory was applied to determine the interaction which occurred between the learner, the teacher and the mobile tablet. User Experience was applied to define the emotions, attitudes and motivation of learners when interacting with the tablet. The main findings signified that learners experienced both positive and negative emotions when learning was facilitated by technology. Learners attitudes improved as a result of their interaction with the tablet. The technology greatly enhanced learners motivation to learn. The interaction with the tablet included capturing and accessing information, reporting back and recording information, as the key uses of the tablet.