Information technology is key to developing efficient tools in traditional education. Little is known, however, about how information technology should be leveraged in continuing education, which is of increasing importance in recent years. This paper aims to meet this research gap by extending a design science research model to continuing education. Specifically, we follow the DSR model to design a scalable intervention targeting negative academic self-concept in continuing education, a key challenge confronting adult learners. This intervention design will leverage augmented reality to deliver a growth mindset of intelligence. On the one hand, augmented reality contributes to active information processing, benefiting adult learners to efficiently build a growth mindset of intelligence. On the other hand, augmented reality provides adequate scalability and flexibility for repeat, relieving the implementation limitation. To summarize, by presenting the way to leverage information technology in continuing education, this study makes both theoretical contributions and practical implications.
Zheng, Chenxu and Tan, Bernard, "Designing A Scalable Intervention for Adult Learners’ Negative Academic Self-concept" (2023). PACIS 2023 Proceedings. 10.
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