Date of Award
1-1-2024
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Kerry B. Melear
Second Advisor
Macey Edmondson
Third Advisor
Whitney Webb
Relational Format
dissertation/thesis
Abstract
This dissertation investigates the multifaceted connection between technology-enhanced learning (TEL) and student engagement, with a specific emphasis on student perceptions, attitudes, and distractions associated with technology usage in the classroom. Recognizing the increasing prevalence of technology in educational settings, this study seeks to understand how students perceive technology in the learning environment and how these perceptions influence their attitudes toward its use. The research framework is anchored in the Theory of Planned Behavior (TPB), providing a theoretical lens to assess the cognitive factors influencing student behavior.The study employs a mixed-methods approach, combining surveys and observations to gather comprehensive insights into student and faculty experiences with technology in the classroom. The survey phase aims to gather perceptions of technology, attitudes toward its integration, and the extent to which distractions impact their engagement. Preliminary results indicate a complex interplay between student perceptions, attitudes, and distractions, shedding light on the nuanced dynamics of technology integration in the educational setting. The TPB framework facilitates a systematic analysis of the cognitive processes that shape student behavior, allowing for a more comprehensive understanding of the factors influencing engagement in a technologically enhanced learning environment.
Recommended Citation
Gray, Zack, "The Effects of Technology-Enhanced Learning on Radiologic Sciences Student Engagement" (2024). Electronic Theses and Dissertations. 2811.
https://egrove.olemiss.edu/etd/2811