|dc.description.abstract||This dissertation presents the design, implementation, and evaluation of the novel Cultural based Computing for Adult Learners (C-CAL) system, a self-directed online learning application utilizing culture to support adult learners in grasping computing concepts. C-CAL contains four major components – Culture Inquiry Form, Cultural Data Mining, Links for Learning, and Learning Modules – seeking to enhance the learning experience of non-traditional adult learners.
Through a series of experiments, the C-CAL system has been found to be a viable alternative to introducing computing concepts to adult learners. As a result, using the general technology acceptance model (TAM), there was no statistical difference between the C-CAL system and traditional, non-culturally engaging methods currently used in regards to perceived ease of use and perceived usefulness. Thus indicating the C-CAL system performed just as well as traditional methods. However, C-CAL was consistently rated higher than the control on along all measures. Thus indicating the C-CAL system is a feasible system to utilize, whose benefits can manifest itself in the array of adult learners returning to education. This dissertation work demonstrates a deepening effort in applying culture norms and understanding to the design of computing technology, which will allow for more empowered uses of technology for learning and innovations among adult learners.||en_US