Guidelines for the use of technology in higher education based on human computer interaction principles from a Dooyeweerdian perspective

PhD (Information Technology), North-West University, Vanderbijlpark CampusThe purpose of this study is to develop guidelines for the use of technology in higher education, based on human computer interaction principles, from a Dooyeweerdian perspective. The literature review laid the theoretical foundations for this critical social theory study, with interpretivism as supporting paradigm. The five step action research method has been selected in support of the critical study. The set of six principles used when conducting critical studies in IS, along with the set of seven principles used when conducting interpretive field studies in IS guided data collection and analysis of the study. The organised use of rational thought; which includes a framework of ideas, a methodology and an area of concern, guided these elements in the study. The three action research interventions conducted in this study were preceded by the contextualisation of the research in terms of the repeating (R) and newcomer (N) students, the subject modules of systems analysis and design, and the three focal points of instructional design, formative guidance, and summative assessment. Two outcomes were anticipated, the first was the extraction of guidelines for the use of technology. In preparation for action research Cycle R, human computer interaction (HCI) principles were derived from extant literature, and the framework for technological, pedagogical and content integration (TPACK) applied to obtain initial guidelines. Action research Cycle R were utilised to verify and refine these guidelines to obtain updated HCI-TPACK guidelines. The derived human computer interaction foci already extracted, were also utilised in action research Cycle N, and the aspectual engagements framework (AEF), developed by Basden, and based on the work of Dooyeweerd. By applying aspectual analysis to the 15 modal aspects in the context of the three focal points, conceptual guidelines were obtained. Action research Cycle N were utilised to verify and refine these guidelines to obtain enhanced HCI-AEF guidelines. The second anticipated outcome, was the emancipation of the systems analysis and design students, to enable them to reach their full potential. The two parallel action research cycles facilitated this. From the updated and enhanced guidelines, generalised guidelines were formed, and a third action research cycle was conducted with a combined class of all students. The three focal points were improved according to the generalised guidelines, and demonstrated and evaluated to determine its success after the first partially improved class offering. The feedback obtained was positive, indicating success, with a future fully implemented action research cycle envisaged for 2020.Doctora