Effect of Using PC Tablets on Perceived Learning Outcomes of Generation Z Trainees

Iftikhar Ahmed Khan, Vikram Bansal

Abstract


This study aims at analyzing the effects of using PC Tabs on perceived learning outcomes of Generation Z trainees in a vocational training institute. Generation Z is the name given to youth born around mid 90s. Having born in and grown up in an era of internet and worldwide web, this generation has become accustomed to e-technology. Their learning preferences have also been conditioned by the e-environment. Resultantly, learning and development experts are focusing on designs and tools matching their learning preferences; adoption of e-learning using PC Tabs for teaching and training is one such step in this direction. This is a correlational study, adopting a mixed method approach, conducted in a Vocational Training Institute in UAE. Sampling frame comprised 100 trainees and their 20 instructors. Purposive sampling technique was used to select 50% instructors (N=10) who had experience of delivering training using PC Tabs. Random sampling technique was used to select 60% of the trainees (N=60). Data was gathered using informal discussions and a questionnaire. Cronbac’s Alpha for the questionnaire was 0.834. Data was analyzed using SPSS 16. A moderate positive correlation (Pearson’s r= 0.565; p < 0.01) was found between use of PC Tabs and better understanding of lecture. Regression analysis indicated that 30.8% of the variance in better understanding of lecture can be explained by use of PC Tabs by trainees. A moderate positive correlation (Pearson’s r= 0.515; p < 0.01), was found between use of PC Tabs and trainees’ perceived learning. Regression analysis indicated that 25.3% of the variance in trainees’ perceived learning can be explained by use of PC Tabs by trainees. This study concludes that use of PC Tabs have moderate positive effects on better understanding of lecture and trainees’ perceived learning outcomes, however, the Generation Z trainees are tilted more towards interactive learning rather than non-interactive content on PC Tabs. The study recommends that the curriculum must be tailored into an interactive format otherwise it may not accrue desired results in enhancing learning outcomes. This study contributes to the body of practical applied knowledge and has significance for training industry, in general, and vocational training, in specific, which are dealing with Generation Z trainees.


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DOI: https://doi.org/10.5296/ijld.v8i1.12309

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