Rapport Année : 2025

Acceptance Assessment of CACs in Educational Context

Résumé

This report examines the opinions of the various stakeholders likely involved in a Context- Aware Classroom (CAC) regarding its acceptance and acceptability in an academic environment. This opinion is important because, if unfavorable, it will hinder its use. After reviewing the main models of technology acceptance and acceptability, we focus on CACs to examine a few studies, still rare, that focus on these parameters. We then detail 5 empirical studies on the acceptance of new educational technologies. Study 1 and 2 are about the acceptability of AI-based educational systems and generative AI systems, respectively. The other three studies are mostly devoted to CACs. Study 3 questions the values attached to the future use (acceptability) of CACs. Study 4 is about their acceptance, since participants actually had classes in CACs. Eventually, Study 5 explores the design and prototyping of CACs and learning analytics-based systems to monitor students’ engagement, implementing a UX design method: personas.

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Dates et versions

hal-05065379 , version 1 (13-05-2025)

Identifiants

  • HAL Id : hal-05065379 , version 1

Citer

Philippe Dessus, Salomé Cojean, Christine Michel, Carole Hanner, Romain Laurent, et al.. Acceptance Assessment of CACs in Educational Context. Deliverable A.2, Univ. Grenoble Alpes (France). 2025. ⟨hal-05065379⟩
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