ISCAP Proceedings: Abstract Presentation
Understanding the Roles of Interactivity, Presence, and Fit in Online Learning Technology Adoption
ChongWoo Park
Augusta University
Dong-Gook “DK” Kim
Dalton State College
Abstract
Constructivist learning theory suggests that individuals actively construct knowledge through interactions with their environment. Accordingly, interaction has long been recognized as a fundamental component of effective learning. In online education, these interactions occur primarily through computer-mediated communication between students and instructors, making the interactivity of communication technologies central to the learning experience
Presence refers to the perceptual illusion of non-mediation in a technology-mediated environment and encompasses two related constructs: telepresence and social presence. Telepresence reflects the extent to which individuals feel present in the mediated environment rather than in their immediate physical environment (Steuer, 1992), whereas social presence refers to the perception of others as "real" people during technology-mediated communication (Kreijns et al., 2022). While telepresence captures the sense of "being there," social presence represents the sense of "being together."
Drawing on the Task–Technology Fit (TTF) framework, this study examines how interactivity, as a technology characteristic, influences telepresence and social presence, and how these forms of presence affect learners' perceptions of task–technology fit and their subsequent adoption of online learning technology.
To test the proposed research model, survey data are being collected from undergraduate students enrolled in online business courses that require the use of an interactive communication tool for class discussions and collaboration. Preliminary findings suggest that interactivity enhances both telepresence and social presence, which, in turn, positively influence perceived task–technology fit and technology adoption intentions.
This study contributes to the growing literature on online learning technology adoption by providing empirical evidence of the mechanisms through which interactive technologies foster learners' experiences of presence and promote technology adoption.