The literature review shows firstly that the comparison of video and text has manifested itself as a research field within numerous disciplines. The comparison between video and text has been a central topic of discussion from at least the 1970’s to present date. However, apparent research gaps still exist. Käfer et al.(2017) suggest that there does not exist extensive re-search on the comparison of video and text instruction manuals. Secondly, rere-searchers such asLeroy Clark(1970) andToth(1997), both suggest that the combination of text and video is the most effective way of learning.Käfer et al.(2017), did not find any indication in their study, that there was a clear preference for either non-interactive video tutorials or static text.
However, their results demonstrate that one should provide developers with both text and video tutorials to ensure the best educational standard. Thirdly, research such asPang et al.
(2016) andSkadberg and Kimmel(2004), show that achieving flow in the users may stimu-late their interest in obtaining information.Pang et al.(2016), measured this by redirecting users’ attention through testing different variations of design.Skadberg and Kimmel(2004), went even further and suggested a new flow model that may be used to study the impact of various components of a Website on users’ experience. The study bySwasty and Adriyanto (2017) examined the effect of color in Web design, seeing if they could promote emotional bonding. An unexpected result showed that clarity rather than “beautiful appearance” was considered most important. Additionally, the study showed that demographic factors such as age, educational background, and socioeconomic status, affect users’ first impressions.
2.4 Summary and Contribution 19 All studies are examples of how to maximize user experience in web design. Fourthly, as an overriding summary of studies concerning sociological variables and learning, the ar-ticles seek to analyze how sociological variables affect people’s relation to e-learning and new technology. Furthermore,Sun et al.(2008) highlighted in their study that technological design functioned as a vital factor in students’ perceived usefulness, ease of use, and satisfac-tion. Hence, and as previously mentioned, the technological design of my artifact is crucial to consider. As regards to the biological factors of age and gender, the existing research ap-pears divergent. WhileTarhini et al.(2013) found empirical evidence supporting that gender affects self-efficacy, the ability and the perceived difficulty to learn new technologies and computer anxiety.Fleming et al.(2017) studied how age affects the satisfaction, acceptance, and the intended future use of e-learning. They found that age in fact does not amount to a significant factor affecting either satisfaction or future use intentions, despite well-known stereotypes. These results in turn contradict the findings ofTarhini et al.(2013), which con-cluded that the older the person, the harder it is to learn a new technology.
Following the statement ofKäfer et al.(2017), affirming that there does not exist exten-sive research on the comparison of video and text manuals, I will try to close a small part of this gap by examining and combining elements found in the literature review, and develop a design that combines text, photo, and video. Based on the knowledge obtained from the aforementioned studies concerning video and text, my method will hopefully make it quicker and more fun to build furniture. My method will also attempt to aspire users’ perception of rapid learning, as well as their perception of increased success rate and self-efficacy. Ad-ditionally, I will adopt and further develop Skadberg and Kimmel (2004), to fit a design that combines text and video instructions. Combined, all the studies regarding sociological variables and learning, focus on variables that may affect e.g. satisfaction, acceptance, moti-vation and future use of a new technology, which is highly relevant for the present thesis. As regards to methodology, all studies couple both interviews with questionnaires, which res-onates with my own methodical approach. Furthermore, the variables studied in the four arti-cles on sociological variables may be combined in order to analyze the overarching principle of my thesis, namely “adoption of a technology”. Arguably, variables such as ‘satisfaction’,
‘self-efficacy’, ‘perceived difficulty’, ‘acceptance’ and ‘future use’ are all aspects important to measure if seeking to find out whether people wish to adopt a technology. Against this background, I will employ a combined analytical framework based on extant research and further operationalize them in my two data-collection processes seeking to discover whether future/potential users in fact may adopt Manualpedia. Based on Sun et al. (2008), I have further developed three dimensions that I consider relevant for my study, and during the data-collection process I may direct my questions toward the following dimensions:
Table 2.1: Dimension Variables.
Learner dimension
- Learner attitude toward computers - Computer anxiety
- Learner self-efficacy
- Learning disabilities (ADHD, dyslexia etc.)
- Age - Gender
- Educational background
Technology dimension
- The perceived quality of the technology (vs. existing systems) - The perceived function (video, text and photo
Design dimention - Perceived usefulness - Perceived ease of use - Perception of information architecture (navigation etc.) - Perceived information flow - Perception of color
Moreover, the UTAUT model will be of value for me in the questionnaire in order to assess the likely success of the design. When having obtained empirical data on (at least) three relevant factors in the UTAUT model, I am in a better position to evaluate factors of acceptance and ease of use when designing the final design. In the figure below, I have operationalized the UTAUT model suited for my research purpose (based onVenkatesh et al., 2003). The tentative questions below are examples of how to ask respondents to rate the design on a five- to seven-point Likert scale.
2.4 Summary and Contribution 21
Figure 2.9: UTAUT-operationalized.
Methods
In this chapter I account for the methodology employed to answer the raised research ques-tion for this master’s thesis, which combines the principles of Design Science Research, the development of the artifact (ManualPedia) as well as the methods chosen to evaluate said artifact and the strategies used to analyze the empirical data. First, I present the principles of Design Science Research, and situate my research contribution within this field of study.
Second, I outline the development phases and their subsequent evaluation phases, before describing the methods employed to collect relevant empirical data material to answer my research questions. Finally, I discuss analytical strategies to analyze the data as well as the quality of the data.