Determinants of Student Satisfaction with Using Instructional Technology: The Role of Active Learning

Abstract

When faced with the challenge of student engagement in the hospitality classroom, instructional technology can aid in the instructional design of an active classroom. The present study examines the effect of classroom response systems, known as clickers, on student satisfaction in undergraduate hospitality courses. It seeks to identify the dimensions that contribute to student engagement and their role in satisfaction with using classroom technology. Students in 4 undergraduate hospitality classes that used clickers rated the experience using a 28-item student engagement scale. A total of 326 students completed the online survey, resulting in 267 usable surveys. Factor analysis revealed four key dimensions: knowledge, involvement, enjoyment, and active learning. Regression analysis indicated that overall satisfaction with the use of clicker technology is achieved with active learning.