The Use of Social Media to Enrich Information
Systems Field Trip Experiences
Laddawan Kaewkitipong
1
, Charlie Chen
2
and Peter Ractham
1
1
Department of Management Information Systems, Thammasat Business School, Bangkok, Thailand
2
Department of Computer Information Systems, Appalachian State University, Boone, North Carolina, U.S.A.
Keywords: Social Media, Field Trips, Continuance Intention, User Satisfaction.
Abstract: A well-designed field trip can promote active learning and reinforce classroom materials (Kisiel, 2006).
Few studies examine the potential of using social media to enhance IS field trip experiences by promoting
active and collaborative learning. One major barrier to the exploitation of this potential is the adoption of
social media by students as a learning tool to enhance field trip experiences. Therefore, the first and
foremost task is to understand the motivation and satisfaction of students with the use of social media to
enhance IS field trip. The research set to understand factors that could help increase students’ satisfaction
with the use of social media to enhance IS fieldtrip and an intention to continue to do so in future field trips.
The research shows that to help increase user satisfaction with the use of social media to enhance field trip
study and an intention to do so, course instructors should ensure that students perceive the use of social
media for enhancing field trip study as effortless, useful, and well used and accepted by their peers. Future
research may further study how we should incorporate the use of social media to better enhance the field
trip learning performance.
1 INTRODUCTION
An information systems (IS) field trip is a planned
excursion to non-regular school environment, such
as information technology (IT) companies, software
vendors, IT centers, and IT expos. Many studies
have shown that a well-designed field trip can
promote active learning and reinforce classroom
materials (Kisiel, 2006). Learning by doing has been
proven as an effective pedagogy to acquire
information technology skills and concepts
(Lahtinen, et al., 2005). The on-site learning
experience enables information systems (IS)
students not only to learn by hearing and seeing but
also to learn by doing. Thus, regardless of learning
styles most IS students can benefit from educational
field trips. In addition, IS students can better
interpret learning materials in a real setting or
structure they can feel and touch. For instance, to
learn about the ability of robots students can visit an
expo to interact with different robot models and test
their functions and limitations. As a result, IS
students are more likely to have richer learning
experiences from field trips than from regular
classroom settings.
On the other hand, a growing number of students
and instructors consider the time and efforts spent in
organizing field trips are not rewarding since
information about those sites are easily accessible
from online sources, such as vendor website,
YouTube, and other social media. Although social
media continues seeing its global emergence, the
uncertainty of information accuracy and credibility
on those social media is mixed at best. Using social
media to replace IS field trips may not capture the
essence of active learning. How to incorporate
social media into the design of IS field trips and
promote active learning experiences remains
challenging for many IS educators and educational
administrators.
Collaborative learning requires a social
environment be created so that learners within the
environment can converse with each other, present
and defend their ideas, expose to diverse beliefs, and
engage in the active learning process (Smith and
MacGregor, 1992). A successful field trip relies on
the sharing and exchange of useful information (e.g.
latest product news, tips about visiting each
attraction, lesson learned, and webminars, and
slides) among participants, including vendors,
14
Kaewkitipong L., Chen C. and Ractham P..
The Use of Social Media to Enrich Information Systems Field Trip Experiences.
DOI: 10.5220/0005122600140021
In Proceedings of the 11th International Conference on e-Business (ICE-B-2014), pages 14-21
ISBN: 978-989-758-043-7
Copyright
c
2014 SCITEPRESS (Science and Technology Publications, Lda.)
attendees, industry experts, etc. Therefore, each
field trip itself is a social environment for
collaborative learning.
On top of the physical social space, social media
could further offer unlimited virtual space for
continuous collaborative learning (Gerlach, 1994)
before, during and after each field trip. For instance,
before attending an information technology expo,
attendees can follow the latest news posted by a
vendor about its cutting-edge products through live
tweeting. During the expo, attendees can re-tweet or
rebroadcast to their friends if they like what they
see. After the expo, attendees can post pictures and
share what they learn on Facebook. In addition, they
can connect with industry leaders, social leaders,
internship opportunities, professional alumni, and
potential employers. All these actions can enforce
the learning effectiveness. However, very few
studies examine the potential of using social media
to enhance IS field trip experiences by promoting
active and collaborative learning.
One major barrier to the exploitation of this
potential is the adoption of social media by college
students as a learning tool to enhance IS field trip
experiences. Therefore, the first and foremost task is
to understand the motivation of students in this
context with regard to their satisfaction with social
media-enhanced IS field trip, and intention to do so.
The purposes of this paper are to (1) investigate
three primary antecedents, including social
influence, perceived usefulness, and effort
expectancy, for user satisfaction in IS field trips, and
(2) assess which one of them has the strongest
influence on user satisfaction, thereby increasing the
continuance intention of using social media to enrich
IS field trip experiences.
2 LITERATURE REVIEW
2.1 The Efficacy of Learning about
Information Technology Concepts
and Skills via Field Trips
A successful computer or management information
systems (MIS) program needs to develop technical
and people skills for students in order to have them
excel in industry and government. The acquisition
and development of technical and people skills
requires that learners not only observe, interpret and
model IT technology, but also use different
technologies to solve business problems. Field trips
provide a wide variety of avenues for learners to
develop technical and people skills, such as first-
hand experiencing cutting edge technologies in an IT
expo and interacting with chief information officers
or system administrators in a company visit to
understand new IT applications and implementation
challenges. Field trips allow learners to experience,
interpret, reflect and develop transferrable skills
suited to the workplace (Clark, 1996). As a result,
students can learn technical and people skills more
effectively via IT field trips than regular classrooms.
From the pedagogical perspective, a field study
provides the process of creating meaning in context
(Squire and Klopfer, 2007) while the controlled
learning environment (e.g. classroom and lab) is
considered learning out of context. Learning in
context can engage students in reflection (Boud et
al., 1985) and learning from experience (Kolb,
1984). Direct guidance from a formal instructor is
often missing from the field study setting because
learning can take place at any time in anywhere
through interaction with peers or any persons in
contact during the trip. Therefore, socialization
process is often indispensible to the satisfactory
completion of a field study for students. The
emergence of social technology provides
opportunities for educators to incorporate them into
IT field trips and enhance the experiential learning
experience.
2.2 The Potential Benefits of Using
Social Media to Enhance IS Field
Trip Experiences
Social media are online applications that enable
people to create, collaborate, edit, categorize,
exchange, and promote information with each other
via wired and wireless devices (Kietzmann, et al.,
2011). Information dissemination is bottom-up, not
top down. The more people who contribute
information the better the content becomes and the
more content is shared among community members.
In addition, social media has the ability to record
images, audios and videos, as well as provide
location-based and time-related information (e.g.
timeline). The rich content on social media allows
users to share what they learn from other places and
other people. Therefore, social media could become
part of the field experience itself.
These days, most social media are readily
available and accessible via mobile technology (e.g.
smart phone, tablet and laptop); therefore, they can
be useful during the IT field trip. Students can enter
and share information on social media immediately
after meeting with new people or learning interesting
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15
technologies. Since all students learn different
experiences during the trip, sharing with each other
can amplify and maximize the learning experiences
for all students. All the information collected from
field trips can also be posted on social media and
then presented in the classroom for reflective
learning. This collaborative learning exercise can
help students assess whether their collected
information is accurate, and whether they had
missed any information during the field trip
(Whatley and Bell, 2003; Laal and Ghodsi, 2012).
Thus, the creative use of social media has the
potential of providing reflective and collaborative
learning, thereby enhancing field trip experiences.
However, to our knowledge, a very limited
number of educators are capitalizing on the potential
of using social media to enhance field trip
experiences. In order to assess the potential, it is
imperative to first assess whether students would be
motivated to use social media during and after the
field trip. From a user’s perspective, social and
technical factors could impact their decision in
adopting social technology for field trips. The
following discussion will be centered on the
importance and influence of these factors on user
satisfaction with the use of social media in IT field
trips.
2.3 The Influence of Social Influence
on User Satisfaction with the Use of
Social Media in IS Field Trips
User satisfaction is widely adopted to evaluate IS
effectiveness or success (Paulemelone, 1990). To
enhance user satisfaction, social influence is
regarded as one of the critical elements (Lu et al.,
2005). Social influence refers to perceived
pressure/support from social networks to do or
decide on something. It can influence user
satisfaction of a new tool or system, because
individual users are generally uncomfortable with
changes or unsure consequences, therefore, tend to
ask/listen to opinions from those in his or her social
networks (Burkhardt and Brass, 1990).
Social influence has positive influence on user
satisfaction in the case of Facebook (Park et al.,
2009). In case of IS field trips, social media is
considered a natural place to discover the
events/trips and others’ experiences of the
events/trips (Benson et al., 2011). By identifying all
these events/places including opinions and
experiences shared by others, we can enable a
powerful search, which in turn helps increase user
satisfactions with the use of social media as a search
tool (Becker et al., 2009). We therefore propose:
Hypothesis 1: Increasing social influence has
positive effect on the increase of user satisfaction
with the use of social media in the field trip.
2.4 The Influence of Perceived
Usefulness on User Satisfaction
with the Use of Social Media in IS
Field Trips
Perceived usefulness is one of the strongest factors
influencing end-user satisfaction (Mahmood, et al.,
2000). Users usually form intentions and
satisfactions toward an information system based on
an appraisal of how it will improve their job
performance. In other words, we could call such
appraisal a perceived value. Users, who perceive an
information system as providing value, are more
likely to be satisfied with the system (Bhattacherjee,
2001). Therefore, any information system perceived
useful by its users is likely to be accepted. In the
case of IT field trip, social media needs to add
additional values in order to provide satisfactory
experiences for users. Value added activities could
be real-time updates about any ongoing events, peer-
to-peer experience sharing, latest event
announcement, etc. If social media can increase
user’s perceived usefulness about the use of social
media, they are more likely to be satisfied with the
social media-enabled field trip experience. We
therefore propose:
Hypothesis 2: Increasing users’ perceived
usefulness has positive effect on the increase of
user satisfaction with the use of social media in the
field trip
2.5 The Influence of Effort Expectancy
on User Satisfaction with the Use of
Social Media in IS Field Trips
According to the Unified theory of acceptance and
use of technology (UTAUT), effort expectancy is a
direct determinant of use (Venkatesh et al., 2003).
UTAUT posits that one’s effort will help achieve
desired performance (e.g. use and satisfaction).
When users expect to spend less effort in achieving
the same desired outcome, they tend to be more
confident and have a higher degree of perceived
control over the expected outcomes. In other words,
users are more likely to express their satisfaction
with the task on hand if its effort expectancy is low.
ICE-B2014-InternationalConferenceone-Business
16
In the case of using social media to enrich field trip
experiences, users need to be convinced that the
application is effortless in order to engage in the
experience and are satisfied with it. We therefore
propose:
Hypothesis 3: Increasing users’ low effort
expectancy has positive effect on the increase of
user satisfaction with the use of social media in IS
field trips
2.6 The Effect of User Satisfaction on
the Continuance Intention of using
Social Media in IS Field Trips
Continuance intention to use is central to the success
and survival of an information system
(Bhattacherjee, 2001). This is particularly true for
the case of electronic commerce and other online
tools, because they are at the core of business. For
example, user satisfaction with an e-commerce
website means a lot to the survival of that e-
commerce business. Similarly, user satisfaction with
a social network site could impact the survival of
that social media. The relationship between user
satisfaction and a continuance intention to use
information systems is well supported by previous
research (Cheung and Lee, 2009; Lin et al., 2005).
These studies show a strong positive effect of user
satisfaction on a continuance intention to use IS. For
example, Lin et al. (2005) find that users’
continuance intention to reuse a website is
influenced by user satisfaction. Chea and Luo (2006)
also confirm that consumer satisfaction has a
significant impact on the continuance intention to
use an e-service. Similarly, Chiu et al. (2005) find
user satisfaction contributes significantly to the
user’s intention to reuse an e-learning site. In the
context of Facebook, user satisfaction appears to be
significantly influential on users’ continuance
intention to use the social media (Shi et al., 2010).
When applying social media into the field trip
experience, users are more likely to continue to do
so if they are satisfied with their previous
experience. We therefore propose:
Hypothesis 4: Increasing user satisfaction has
positive effect on user’s continuance intention with
the use of social media in IS field trips
Theoretical model (Figure 1) is proposed based
on the literature review.
Figure 1: Theoretical model.
3 RESEARCH METHODOLOGY
We conducted a field-experiment with 169
participants, which were all taking an IS course.
Their age ranges from 18-22 years old. As
mentioned in above section, we believed that by
having students learned about IT products through
social media channel where they can interact with
other potential customers online would enable them
to get more information. In addition, by having them
physically taken a field trip to an IT fair would also
increase their satisfaction with using the social
media as a means to learn.
For this purpose, we had designed a two-step
field-experiment to enhance the field trip experience
and increase participants’ satisfaction in regard to
learning about IT products. In the first step, the
researchers asked the participants to spend 1 week to
browse, review and discuss with other potential
customers on three popular IT related products and
service providers in Thailand. The participants were
asked to join the Facebook Fanpage of 1) Sony
Electronic, 2) Jabra Accessory and 3) Advance Info
Service (AIS), a mobile network operator in
Thailand. We gave the following guidelines to the
participants: 1) participants were asked to learn
about the products and services from the three fan
pages 2) participants must inquire at least 3
questions about the product or services they are
interested in on the fan page and 3) participants must
write a short note of the product impressions they
have from the experience on 3 fan pages.
Psychologists believe that people can hold around 5
to 7 items in memory for about only 20 to 30
seconds (Cherry, 2014). Thus, these notes can help
participants capture as much of their experiential
learning experience as possible before they forget.
After the first step was completed within 1 week
period, each participant was asked to visit the three
product booths at Commart Thailand 2013, a
popular IT fair. Each participant spent at least 10
minutes at each booth and learned about the
products and services by asking the representatives
who stationed at the booth. They were asked to write
TheUseofSocialMediatoEnrichInformationSystemsFieldTripExperiences
17
down notes on what they have learned. After the
second step was done, the researchers conducted a 3-
hour lab experiment where participants were asked
to join a group of five and discuss on what they have
learned from the field trip. Such a group was formed
to familiarize participants with different perspectives
and share their learning experience with other
participants. In the end, all participants were asked
to take an online survey to conclude this study. The
survey was aimed to learn whether they were
satisfied with the use of social media to learn about
the products before, during and after the IT field trip,
and what factors could positively affect user
satisfaction, which in turn could lead to continuance
intention.
After attending the IT fair, students were
required to complete an online questionnaire survey.
The survey instrument includes questions to measure
five constructs in the research model. Items used to
measure students’ continuance intention and
perceived usefulness of using social media to enrich
field trip experiences were adapted from
Bhattacherjee (2001). Social influence items were
adopted from Lu et al. (2005). Effort expectancy
items were modified based on Venkatesh et al.
(2003)’s study. Satisfaction items were adopted from
DeLone and McLean (1992). All questionnaire items
were measured on a 1-5 Likert scale: (1) = strongly
disagree, (3) = neutral and (5) = strongly agree.
4 DATA ANALYSIS AND
RESULTS
We performed two tests, including Kaiser-Meyer-
Olkin (KMO) and Bartlett, to assess whether all
measurement items yield distinct factors. Table 1
summarizes test results for all five constructs. All
KMO values are equal to or higher than 0.5, the
minimum acceptable threshold value. The
correlation matrix is not an identical matrix since all
Barlett’s sphere values are statistically significant.
These positive test results warrant the Structured
Equation Modeling (SEM) test.
The SEM test was performed using the
SmartPLS (Partial Least Squares) tool. All
hypothesized relationships among these five
constructs were analyzed. PLS has minimal
restriction on sample size and residual distribution
(Chin et al. 2003). Hair et al. (2011) recommend that
PLS-SEM minimum sample size should be at least
ten times the largest number of structural paths
directed at a particular latent construct in the
structural model. Since there are four paths directed
to the latent construct in the research model, 40
samples are the minimum sample size. A total of
169 data sets were collected and entered for
SmartPLS data analysis.
Table 1: Factor analysis.
Factors KMO Test Bartlett’s Sphere
Social Influence
(SI)
0.718 p=0.00<0.01
Perceived
Usefulness (PU)
0.688 p=0.00<0.01
Effort Expectancy
(EE)
0.630 p=0.00<0.01
User Satisfaction
(US)
0.724 p=0.00<0.01
Continuance
Intention (CI)
0.500 p=0.00<0.01
4.1 Measurement Model
Our research instrument was further assessed with
regard to the reliability of the items used to measure
each construct. Assessment tools used in this study
include Cronbach’s alpha, composite reliability,
convergent, and discriminant tests (Table 2). All
Cronbach’s alpha values exceed the generally
accepted minimum threshold value of 0.7, indicating
that all items used to measure each construct have
high internal consistency and carry the same weight
(George and Mallery, 2003). Composite reliability
values are higher than the threshold value of 0.7,
indicating that each factor has high internal
consistency (Chin, 1998; Chin, et al., 2003).
Table 2: Construct and Composite Reliability Test Results.
Constructs Composite
Reliability
Cronbach’s
Alpha Values
Social Influence
(SI)
0.9280 0.8448
Perceived
Usefulness (PU)
0.8384 0.7105
Effort
Expectancy (EE)
0.8629 0.7623
User Satisfaction
(US)
0.9446 0.9119
Continuance
Intention (CI)
0.9091 0.8499
Convergent and discriminant validity tests were
performed to assess construct validity. Table 3
shows that the square root of each construct’s AVE
(Average Variance Extracted) is larger than their
correlation with other constructs, and item loadings
on hypothesized constructs are greater than 0.5
(Wixom and Watson, 2001). This indicates that the
validity of each construct is high because the
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18
variance explained by each construct is larger than
the measurement error variance.
Table 3: Convergent and Discriminant Validity Test
Results.
CI EE PU US SI
CI 0.9304
EE 0.4581 0.7964
PU 0.5174 0.5816 0.8229
US 0.5204 0.4909 0.4861 0.9222
SI 0.4986 0.4586 0.4731 0.4070 0.8772
4.2 Structural Equation Model and
Hypothesis Testing
SEM test was performed to calculate the estimated
path coefficients, path significance and R
2
values.
Table 4 shows the SEM test results, including path
coefficients and their respective t-statistics. Figure 2
depicts path coefficients and variance, indicating
that all hypotheses were supported at p<0.01.
Hypothesis 1 (H1) was supported, indicating that
social influence has a significant positive influence
on satisfaction with the use of social media to
enhance IT field trip experiences. H2 was supported,
indicating that perceived usefulness has a significant
influence on the increase of user satisfaction with
the use of social media to enhance their IT field trip
experiences. H3 was supported, indicating that low
effort expectancy has a significant influence on the
increase of user satisfaction with the use of social
media to enrich their field trip experiences. All these
three constructs together explain approximately 32%
of variation in user satisfaction (R
2
=0.321). A closer
look at the explanative power of these three
constructs for the variation in user satisfaction. Low
effort expectancy has the highest influence on user
satisfaction, followed by perceived usefulness and
social influence. H4 was supported, indicating that
increasing user satisfaction with the use of social
media during and after IT field trip experiences has
positive influence on continuance intention. User
satisfaction can explain approximately 27% of
variation in continuance intention (R
2
=0.271).
Table 4: Structural Equation Modeling Test Results.
Hypothesized
Paths
Path Coefficients T-statistics
H1: SI SAT 0.165 2.147
H2: PU SAT 0.252 3.312
H3: EE SAT 0.269 2.992
H4: SAT CI 0.520 8.096
Figure 2: Path Analysis Results.
5 DISCUSSION
The statistic results show that the students seemed to
be satisfied with the use of social media to learn
about products before, during and after the IT field
trip. Besides, they tended to continue to use social
media as a means of learning about
products/services. As mentioned earlier, it is
important that we first understand what affects
students satisfaction with the use of social media to
enhance their field trip experience. This paper, thus,
shows an interesting step of how to encourage user
satisfaction and continuance intention on the use of
social media.
First, low effort expectancy appears to have the
highest effect on user satisfaction. Therefore, the
easier it is to use social media to search and learn
about IT products as well as to interact with
providers or those who share common interest in the
products, the more likely it is that the students will
be satisfied and continue to use social media as a
tool to enhance their field trip learning. In terms of
acceptance theory, the finding extends the UTAT
theory (Venkatensh et al., 2003) as the original work
only states that effort expectancy affects use but not
user satisfaction.
Second, usefulness of social media to enhance IT
field trip learning should be delineated. If students
perceive social media useful for their learning
purposes, they are likely to be satisfied with the use.
The effect of perceived usefulness on user
satisfaction has been proven in various context of IT
use (Mahmood, et al., 2000; Bhattacherjee, 2001),
and it is also held true in this context.
Third, social influence is proven to yield positive
effect on user satisfaction with the use of social
media to enhance IT field trip learning. Therefore,
perceived pressure/support received from peers as
well as teachers can help increase students’
satisfaction with the use of social media. This is
consistent with other studies (e.g. Park et al., 2009)
that find social influence positively affects user
satisfaction of social media, such as Facebook.
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19
Although this study does not show or measure an
impact of the use of social media to enhance field
trip study, it shows that students are satisfied with
the use and intend to use social media again for
future field trips. From the pedagogical perspective,
field trips provide an opportunity to learn and
socialize with the particular context (Squire and
Klopfer, 2007). Since social media allows users to
form groups, share common interest, exchange ideas
and thus create good environment for learning
(Dalsgaard, 2006; Ractham et al, 2012), this study is
relevant and useful as we learned how to encourage
the satisfaction with the use of social media to
enhance field trip studying.
6 CONCLUSIONS
This paper posits that field trip experiences, such as
a visit to an IT expo, is beneficial to students, and
social media is a useful virtual space where students
can learn and share information about their
fieldtrips. However, virtual space to learn could not
and should not replace a real field trip; rather, it can
be very useful for preparing before and revising after
a real field trip (Spicer and Stratford, 2001).
Therefore, in this research we have IS students tried
to use social media to enhance IT field trip
experiences. The research set to understand factors
that could help increase students’ satisfaction with
the use of social media to enhance IS fieldtrip and an
intention to continue to do so in future field trips.
In summary, the research shows that to help
increase user satisfaction with the use of social
media to enhance field trip study and an intention to
do so, course instructors should ensure that students
perceive the use of social media for enhancing field
trip study as effortless, useful, and well used and
accepted by their peers. This is consistent with
several studies that previously researched on
adoption and acceptance of IT (Bhattacherjee, 2001;
Venkatesh, et al., 2003; Park, et al., 2009).
Besides, the research shows that when we
created the social environment for the students to
learn, they were happy to use it and tended to
continue using it as a learning tool to enhance a field
trip. However, it is important to note that our field
trip learning design (the way to apply social media
into fieldtrip) was not proven its fitness or its
performance to aid learning. Also we did not
measure any learning outcome or learning
performance, but we show that students were
satisfied with the use of social media as a tool to aid
their field trip learning. Therefore, implication
should be carefully made, and future research may
conduct an experiment to examine how we should
incorporate the use of social media to better enhance
the field trip learning performance. In addition,
learning performance should be compared between
students who only attend an IT field trip and
students who both attend an IT field trip and use
social media to enhance their field trip study.
ACKNOWLEDGEMENTS
If any, should be placed before the references
section without numbering.
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