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Culture Based Computing For Adult Learners (C-CAL)
DISSERTATION

, Auburn University, United States

Auburn University . Awarded

Abstract

This dissertation presents the design, implementation, and evaluation of the novel Cultural based Computing for Adult Learners (C-CAL) system, a self-directed online learning application utilizing culture to support adult learners in grasping computing concepts. C-CAL contains four major components – Culture Inquiry Form, Cultural Data Mining, Links for Learning, and Learning Modules – seeking to enhance the learning experience of non-traditional adult learners.

Through a series of experiments, the C-CAL system has been found to be a viable alternative to introducing computing concepts to adult learners. As a result, using the general technology acceptance model (TAM), there was no statistical difference between the C-CAL system and traditional, non-culturally engaging methods currently used in regards to perceived ease of use and perceived usefulness. Thus indicating the C-CAL system performed just as well as traditional methods. However, C-CAL was consistently rated higher than the control on along all measures. Thus indicating the C-CAL system is a feasible system to utilize, whose benefits can manifest itself in the array of adult learners returning to education. This dissertation work demonstrates a deepening effort in applying culture norms and understanding to the design of computing technology, which will allow for more empowered uses of technology for learning and innovations among adult learners.

Citation

Eugene, W. Culture Based Computing For Adult Learners (C-CAL). Ph.D. thesis, Auburn University. Retrieved March 24, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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