Theme
Virtual Patients and eCase Studies
Category
Virtual Patients
INSTITUTION
University of Tampere
We studied the user acceptance of Virtual Patients (VP) as an optional learning resource. User acceptance refers to users’ decision to start using a new technology [Venkatesh et al., 2003]. The user acceptance concerns both the technical system and the learning contents , which are inseparable.
We have studied the use of eight VPs developed on IVIMEDS software during a Problem Based block. The students (n=113, N=116) used VPs in a Moodle VLE.
We developed the Technology Acceptance Model for Education Simulations (TAMES) based on the Technology Acceptance Model (TAM) [Davis, 1986].
The frequency of using Moodle and the way of studying explained 46,5 % and 33,9 % of the frequency of using VPs. Previous user acceptance studies have shown similar figures for other two factors, beliefs of usefulness PU and ease-of-use PEOU. Hence, our results didn’t confirm the previous studies conducted mainly in the USA and in Asia. This may follow from different kinds of cultural issues, research methods and the research approach.
However, the population was too small for final conclusions concerning the usage of Virtual Patients by Regulars and Non-users.
The actual use of VPs is measured as the number of use times and duration and way of use [Lee et al., 2009]). We analyzed the uses of VPs in order to find out whether their content, teaching arrangements or usability have effects on usage.
Figure 1: Virtual Patient Sirkka Saari
Look at interactive X-rays in more details!
We studied whether individual factors, circumstantial factors or perceived usefulness and perceived ease of use explain the usage of VPs. As methods we used a questionnaire with 18 questions. We evaluated the actual usage of VPs by analyzing Moodle log files manually and with a specially written computer program . A heuristic expert evaluation and two usability tests on the VPs were performed.
According to the log analysis, 30 students out of 113 used VPs through the block, 29 ceased to use, 28 glanced, and 26 did not open any VP.
What kind of users are Regulars, Interrupters, Glancers and Non-users?
Look at characters of these user groups in more details!
The frequency of use of Moodle and the way of studying were the only individual factors that affected significantly the actual use of Virtual Patients. With respect to the way of studying, Regulars and Interrupters were similar, and so were Glancers and Non-users. The use of Moodle divided both Interrupters and Glancers, while almost all Regulars used Moodle a lot and Non-users a little (see Figure 2).
Figure 2: Frequency of Moodle use and the way of studying in the different user groups, which are divided into categories based on frequency of Virtual Patients’ use.
The frequency of using Moodle (r=.680, p=.000) explained 46,5 % and the way of studying (r=.319, p=.001) 33,9 % of the frequency of using VPs.
This study has been financed by the e learning project funding of Finnish Ministry of Education and Culture.
Davis, F.D. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results. Ph.D. Thesis, Sloan School of Management, Massachusetts Institute of Technology.
Lee, B.-C., Yoon, J.-O., and Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: Theories and results. Computers & Education 53, 1320-1329.
Venkatesh, V., Morris, M.G., Davis, G.B. and Davis, F.D. (2003). User acceptance of information technology: toward a unified view. MIS Quarterly 27, 3, 425-478.
Venkatesh, V. and Davis, F.D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies, Management Science 46, 186-204.