Purpose: The study aimed to (1) investigate the effects of TPC-based problem-solving activities on food safety efficacy and motivation; and (2) examine factors that are related to the effectiveness of a tablet PC-based food safety problem solving activity.
Methods: A within-group experimental intervention was used in the study. The TPC problem solving activity was conducted in a food safety course, in a hospitality program with 176 students. Participants received a survey on food safety motivation, self-efficacy, and technology perceptions both prior to and after the class activity. Additionally, two focus groups were conducted to provide more information about this class activity. Repeated measure MANOVA and SEM were used in the study for data analysis.
Results: Compared to baseline data food safety self-efficacy and motivation improved significantly after the class activity for 176 participants (F (1,247) = 17.08, p< .001). The SEM showed attitude to technology (β= .26, p < .01) and peer-to-peer interaction (β= .22, p < .01) was significantly related to activity reaction and reaction was significantly related to self-efficacy (β= .58, p < .01) and motivation β= .25, p < .01). Also, the results of focus groups verified the results of MANOVA and SEM.
Significance: The results showed that TPC-based problem solving activity significantly enhanced students’ food safety confidence and motivation. In addition, instructors can enhance students’ food safety motivation and confidence by providing activity with appropriate technology and encouraging peer communication.