EdTech Fatigue, Motivation Architecture,
and the Bifurcated Learning Model
A dissertation study examining whether a purpose-built platform can simultaneously measure and reduce EdTech Fatigue while improving student learning outcomes.
This explanatory sequential mixed-methods study investigates the relationship between educational technology platform consolidation and teacher EdTech Fatigue (EFS-12) in K-12 settings. Drawing on the Technology Acceptance Model (TAM) framework, this research examines whether Gregarious - a unified learning OS designed to replace 6 discrete platforms - produces measurable reductions in teacher-reported fatigue while maintaining or improving student academic growth as measured by the Growth Above Replacement (GAR) metric.
Phase 1 (quantitative) will analyze pre/post EFS-12 scores, sprint completion rates, and GAR distributions across pilot schools (N target = 200 teachers). Phase 2 (qualitative) will employ semi-structured interviews with purposively sampled teachers showing extreme EFS-12 trajectories to explain quantitative patterns. Integration of strands will follow a joint display approach.
Data collection is pending pilot school enrollment. This study will contribute the first empirical validation of the EFS-12 instrument in a live platform context and introduce the bifurcated mastery/studio model as a novel motivation architecture framework. Preliminary findings will be reported as pilot data becomes available.
Research Design
Explanatory Sequential Mixed Methods. Quantitative Phase 1 guides qualitative Phase 2. Quant findings explain WHAT; qual interviews explain WHY.
Theoretical Framework
Technology Acceptance Model (Davis, 1989) - Perceived Usefulness and Perceived Ease of Use as predictors of adoption. Extended with EdTech Fatigue as a third construct.
Research Questions
RQ1: Does Gregarious reduce EFS-12 scores at 8 weeks? RQ2: What TAM factors predict sustained teacher adoption? RQ3: How do teachers with low EFS scores describe their experience?
Study Framework: Quantitative then Qualitative
Research Timeline
Interested in Research Collaboration?
We welcome inquiries from IES, AERA, and university research teams. Open to data sharing agreements, co-PI arrangements, and collaborative study design.
IRB #2025-0847 - EdTech Fatigue Scale (EFS-12) - TAM Framework - Explanatory Sequential Mixed-Methods