Abstract (eng)
The use of eLearning in continuing education sounds promising, as the demand for lifelong learning as well as the needs of adult learners for self-guidance and flexibility in time and space can be satisfied (BLK, 2006, S. 26). Another advantage of this learning method is the opportunity to implement media elements as cognitive tools (Jonassen, Campbell & Davidson, 1994, S. 38) in the learning environment. However, the benefits of „new media“ cannot be maximized unless learners use them (Pituch & Lee, 2006, S. 222). The acceptance can be understood as the key element for using an information technology and it is crucial for the success of media-supported learning (Kerres, 2001, S. 107). Hence, understanding the factors influencing the user’s acceptance of eLearning is an important issue for researches and practitioners (Martínez-Torres et al., 2008, S. 496). According to the title "One size fits all?", this thesis examines the possible influence of individual differences (experience with the internet, prior knowledge, computer playfulness, perceived enjoyment, age) on the acceptance of dynamic media elements (audio, video, animation, simulation) in learning modules. The theoretical base for the explanation of the acceptance derives from the Technology Acceptance Model (Davis 1989) and its extensions. Besides the acceptance, the intended goal of every instructional design is to provide knowledge to the learners (Kerres, 2001, S. 111). Therefore, the present study examines the hardly investigated relation between the two components of Instructional Outcome, acceptance and learning success.
For this purpose, a multimedia self-study module about first aid was created in cooperation with the Austrian Red Cross and linked to an online questionnaire. Subsequently to the module, learning success, acceptance of media design and individual attributes were measured. The empirical findings show that perceived enjoyment in the use of dynamic media elements significantly affected both acceptance components, perceived usefulness and perceived ease of use. The results also imply, that age posits a significant impact on perceived ease of use. Another finding of this study refers to the relationship between perceived usefulness of media design and subjective learning success. This study is one of the few attempts to investigate adult learner’s acceptance of media design in eLearning modules. Further research in this field is needed.