An Innovation Diffusion Approach to Online Student Question-Generation and its Effects on the Relationship of Perceived Task Value and Learning Approach

Abstract

The purposes of the study are two-fold: first, to design an online student question-generation activity in light of an innovation diffusion approach, and second, to examine if it influences the relationship between learner perceived task value and their approaches to learning. This study found that the innovation diffusion approach let participants perceive the introduced technology as valuable and that it moderated the predicative effect of task value on the adoption of deep approach. Implications for technology diffusion and instructional implementations are provided.