User Experience and Continued Adoption of Mobile Interpretation Services : Case Study among parents with an immigrant background in Finland
Dahlsten, Suvi-Tuuli (2020)
Dahlsten, Suvi-Tuuli
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2020060416892
https://urn.fi/URN:NBN:fi:amk-2020060416892
Tiivistelmä
The topic of this thesis focuses on working life and how learners with an immigrant background are not getting equal support and opportunities because of the language barrier of the parents. There are no immediate interpretation services available to support home-school collaboration. The purpose of this study is to explore the user experience of mobile interpretation services for parents with an immigrant background. This descriptive empirical research aims to explore how mobile interpreting services can help parents with an immigrant background to strengthen home-school collaboration in order to corroborate and support child´s learning. The specific objective of this work is to explore how a mobile interpretation services can help parents and school in collaboration for the benefit of the learner.
The theoretical framework grounding for this work is the technology acceptance model and unified theory of acceptance and use of technology. The study is conducted qualitatively by exploring user experience and continued adoption and based on technology acceptance model with the definitions ease of use and usability. The aim of the study is to determine the relationship between these definitions and the degree of their existence to technology adoption.
The main findings in this study indicate a connection between technology adoption, ease of use and usability with respect to interpretation services. Stated by respondents the results support the increase usage of mobile interpretation services in schools to support learner´s learning and strengthen home-school collaboration and thereby increase student home support for schooling. The results of the study confirm the potential and need of mobile interpreting to support schooling and home-school collaboration of learners with an immigrant background.
Further study would be needed to explore the potential of mobile interpretation services in schools with a larger sample of parents and learners. There is a need to find out different use possibilities in schools for the benefit of a learner with an immigrant background for example user experiences from preparatory teaching.
The theoretical framework grounding for this work is the technology acceptance model and unified theory of acceptance and use of technology. The study is conducted qualitatively by exploring user experience and continued adoption and based on technology acceptance model with the definitions ease of use and usability. The aim of the study is to determine the relationship between these definitions and the degree of their existence to technology adoption.
The main findings in this study indicate a connection between technology adoption, ease of use and usability with respect to interpretation services. Stated by respondents the results support the increase usage of mobile interpretation services in schools to support learner´s learning and strengthen home-school collaboration and thereby increase student home support for schooling. The results of the study confirm the potential and need of mobile interpreting to support schooling and home-school collaboration of learners with an immigrant background.
Further study would be needed to explore the potential of mobile interpretation services in schools with a larger sample of parents and learners. There is a need to find out different use possibilities in schools for the benefit of a learner with an immigrant background for example user experiences from preparatory teaching.