Mobile Campus adoption in Higher Education : factors that influence the adoption of Católica Lisbon School of Business and Economics’ mobile campus among students

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Mobile Campus adoption in Higher Education:

Factors that influence the adoption of Católica

Lisbon School of Business and Economics’

mobile campus among students.

Francesco Paolino

152113368

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Abstract

Dissertation Title: “Mobile Campus adoption in Higher Education: Factors that influence the

adoption of Católica Lisbon School of Business and Economics’ mobile campus among students”

Author: Francesco Paolino

A transaction from the traditional website platforms to mobile platforms is an opportunity for Católica Lisbon School of Business and Economics to create new values for students on their relationship with professors, staff and the various universities´ facilities, through the offering of improved educational services and organizational tools. Through MyCatolica, the mobile learning mobile system (LMS) of the University, new approaches on the learning processes can be

implemented, tightening the distance between universities and students. Despite the advantages, students’ adoption still needs to be further developed.

The current thesis builds its relevance on this gap, through investigating the factors that may influence the adoption of mobile campus by students.

To develop the dissertation, the qualitative research method was undertaken. Ten students were interviewed and results revealed that the website platforms are still perceived essential, and more reliable. Meantime, MyCatolica is not supportive enough and is seen as an informational tool not decisive to the student’s life. Participants have positioned MyCatolica as an application which is not useful and does not allow students to actively interact with the Academic world. Even though, the non-users perceived the benefits of using the LMS, they do not adopt MyCatolica because of its poor relative advantages and low-leveled usefulness.

Additionally, students were submitted to an exploration phase where new features were proposed in order to overcome the adoption barriers and to develop a superior MyCatolica. It was found that features as “Chat”, “Cloud” and “Note” could be helpful on overcoming the adoption barriers.

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Resumo

Título da Dissertação: “Mobile Campus adoption in Higher Education: Factors that influence the

adoption of Católica Lisbon School of Business and Economics’ mobile campus, among students”

Autor: Francesco Paolino

A transição das plataformas web tradicionais para as aplicações móveis é uma importante

oportunidade para a Católica Lisbon School of Business and Economics desenvolver novos valores para estudantes, e melhorar o seu relacionamento com professores, staff e entidade académicas, através da oferta melhorada de ferramentas organizacionais. Através da MyCatolica, o Sistema de gestão educativo móvel (LMS), poderão ser implementadas novas abordagens ao processo

educativo, estreitando a relação entre os estudantes e a universidade. No entanto é necessário desenvolver a aceitação por partes do alunos para esta ferramenta.

Esta tese torna se relevante pois pretende preencher esta lacuna, através da investigação de factores que possam influenciar a adopção do sistema móvel pelos estudantes.

Através de uma pesquisa qualitativa dez estudantes foram entrevistados. Os resultados revelaram que as ferramentas web tradicionais ainda são encaradas como eficientes e mais fiáveis. Por seu lado, a plataforma móvel ainda é considerada pouco complacente. Mycatolica é visto como uma ferramenta informativa não fundamental para a vida do estudante. Os participantes do estudo descrevem o Mycatolica como uma aplicação pouco útil. Apesar de os não utilizadores terem uma percepção dos eventuais benefícios da utilização do LMS, não adoptaram o MyCatolica devido à sua diminuta utilidade.

Adicionalmente, aos estudantes foram sugeridas novas características de modo a poder contornar os obstáculos à aceitação da aplicação. Novas funcionalidades tais como “Chat”, “Cloud” e “Notas” poderiam ser úteis para ultrapassar as barreiras de utilização uma vez que mostravam maiores benefícios no apoio à vida académica dos estudantes.

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List of Acronyms:

ACRL - Association of College and Research Libraries DOI - Diffusion of Innovation model

EBSCO - Elton Bryson Stephens Company ESCA - E-Serviços ao Cidadão Académico

IDMP - Integrated Digital Mobile Learning Platform IT - Information Technology

LMS - Learning Mobile System PC - Personal Computer

QR - Quick Response SI - Social Influence

TAM - Technology acceptance model VAM - Value-Based Model

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Table of content

1 Introduction ... 1

1.1 Internet and Mobile Devices Growth ... 1

1.2 The era of Social Media... 2

1.3 Mobile applications in the Era of Social Media ... 3

1.4 Problem Statement: ... 3

1.5 Research Objectives ... 4

1.6 Research questions: ... 4

2 Literature review ... 5

2.1 Information Technology in Higher Education ... 5

2.2 Mobile Learning ... 5

2.2.1 Defining mobile learning ... 6

2.2.2 Mobile Learning Characteristics... 6

2.2.3 Mobile Learning Potential ... 7

2.2.4 M-learning Limitations ... 8

2.3 Factors that may influence the mobile campus adoption ... 8

2.3.1 The Diffusion of innovation Model: ... 9

2.3.2 Other attribute: ... 10

2.3.3 Technology Acceptance Model (TAM): ... 10

2.3.4 Valued based Adoption Model (VAM): ... 12

2.3.5 Social Influence (SI): ... 12

3 Methodology ... 13

3.1 Sample: ... 14

3.2 Data collection ... 14

3.3 Material used in the research ... 15

3.3.1 Concept board with the description of MyCatolica App: ... 15

3.4 Research Guide: ... 15

4 Results and Analysis ... 17

4.1 Sample profile ... 17

4.2 Results: ... 18

4.3 Part One: Current image of Moodle and MyCatolica’s awareness ... 18

4.4 Part Two: Evaluating the domains that could affect the adoption of MyCatolica ... 19

4.4.1 Compatibility ... 19

4.4.2 Relative advantage ... 20

4.4.3 Perceived value ... 20

4.4.4 Trialability ... 21

4.4.5 Complexity / ease of use ... 21

4.4.6 Resistance ... 22

4.4.7 Observability / Social Influence ... 23

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4.5 Part three: Exploratory phase ... 24

4.5.1 STAYS ... 25 4.5.2 EVENTS ... 27 4.5.3 FLEAMARKET ... 28 4.5.4 CHAT ... 29 4.5.5 CLOUD ... 30 4.5.6 NOTE ... 31 4.5.7 Closing questions ... 31 4.6 Discussion of results: ... 32

4.6.1 RQ1) What are the differences perceived between the traditional education management website system (Moodle, ESCA and Catolica Business School’s website) and the mobile campus (MyCatolica)? ... 32

4.6.2 RQ2) What are the values and opportunities students expect to obtain by adopting the mobile campus?...33

RQ3) What are the barriers that currently influence users adoption of Catolica Business School’s Mobile Campus? ... 33

4.6.3 RQ4) What type of features can help to overcome the barriers of adoption? ... 34

5 Conclusion ... 37

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List of figures:

Figure 1 – MyCatolica’s Features ... 15

Figure 2 - Stays' Mockup ... 25

Figure 3 - Events' Mockup ... 27

Figure 4 - FleaMarket's Mockup ... 28

Figure 5 - Chat's Mockup ... 29

Figure 6 - Cloud's Mockup ... 30

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List of Appendixes:

Appendix 1 - Table of Dimensions ... 45

Appendix 2 - Research Guide ... 46

Appendix 3 - Moodle's perception and MyCatolica awareness ... 52

Appendix 4 - Compatibility Domain transcript ... 52

Appendix 5 - Relative Advantage Domain transcript ... 53

Appendix 6 - Perceived Value Domain transcript ... 54

Appendix 7 - Triability Domain transcript ... 54

Appendix 8 - Complexity and Ease of Use Domains transcript ... 55

Appendix 9 - Resistance Domain transcript ... 55

Appendix 10 - Observability & Social Influence Domain transcript... 56

Appendix 11 - Perceived Usefulness Domain Transcript ... 56

Appendix 12 - Desired Features transcript - Exploratory phase ... 57

Appendix 13 - STAYS transcript ... 57

Appendix 14 - EVENTS transcript ... 58

Appendix 15 - FLEA MARKET transcript... 59

Appendix 16 - CHAT transcript ... 60

Appendix 17 - CLOUDS transcript ... 60

Appendix 18 - CHAT Transcript ... 61

Appendix 19 - Closing questions transcript ... 61

List of table Table 1 - Participants ... 18

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11

a) Ease of use

“The degree to which a person believes that using a particular system would be free from effort” (Davis 1989, p.320).

Ease of use refers to a belief of how a technology will influence the individual’s attitude towards adopting it. Studies show that there is a relationship between how an interface design looks and the ease of use of m-learning apps. To develop a purposeful user-friendly design for an

application is a big step towards captivating users. Moreover, if the application is too complex to work with, users would easily switch to other application – user’s attention with mobile applications is shorter than with desktop computers (Yan et al., 2012).

According to Abu-al-Aish et al. (2013) and Davis (1989), ease of use can positively affect mobile learning behavior.

Since this domain is similar to the Complexity (DOI), they both will be evaluated jointly in the research guide (Appendix 2). Thus, participants will define their perception of the ease of use of MyCatolica and which attribute will influence more their perception (design, page structure, etc.)

b) Perceived usefulness

"The degree to which a person believes that using a particular system would enhance his or her job performance" (Davis, 1989 p. 320 ).

Perceive usefulness relates to how much a person believes that using a specific system will aid in his, or her, performance. There are several studies that show a strong relation between the perceived usefulness of the user and its learning process. A solid perceived usefulness will propel productivity, performance and overall improve satisfaction – it has been consistently proved that perceived useful impact technology adoption and of overall satisfaction (Hassanein et al., 2010; Maha & Heba,2015).

To assess this domain, it was significant to examine the grade of benefits perceived by the alumna for their specific purpose by using MyCatolica.

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26

One of the first obstacle for the students moving in the new university is to find a place where to live. This is a marketplace for shared flats and rooms from students for students, so when you want to move you can easily check feedback from past students and information.

Nine had a positive reaction to it, noticing that there was not a big advantage for the Portuguese students but a big advantage brought in for the new students coming from outside of Lisbon, especially for the internationals. For this reason, STAYS service was defined as useful to welcome the students and therefore it would influence the initial adoption of the application. Very important would be to communicate this before the arrival of the students at the university.

Some suggested to implement the service on the website too, maybe more functional with because of a bigger screen, where it is good to receive internal feedback from the students. Even though, it has been evidenced that many students are using Uniplaces, which could be a competitor or a partner/collaborator to develop it together.

In addition, the only participant that had a negative reaction, a non-user, introduced a new point of view that was not considered before. To whom belongs the responsibility if something goes wrong? It could affect negatively the image of the university (Suggesting as a solution a

collaboration with Uniplaces or Airbnb).

Hence, in this case, the different perception of the service is influenced from their

nationality. In fact, Internationals were very enthusiastic of this idea, on the other hand Portuguese students, recognize the benefit, but it will not influence their adoption. As underlined before, this service will be particularly useful to introduce the new students to the application and to the University (Appendix 13).

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