With the deep mediatization (Couldry & Hepp, 2016) of the society the demand on literacy skills becomes more important to participate in society. Respectively, scientists and practitioners claim the integration of digital technology in adult education (BMBF & KMK, 2016; Tröster & Schrader, 2016) and the development of teacher skills (Deutscher Volkshochschulverband e.V., 2015). However, computer based instruments are not used regularly in adult education (Arnold, 2014, p. 157). Ideas  are missing  for the actions in adult media pedagogy (Hartung-Griemberg, 2017, p. 166) – especially in the area of basic education and literacy (Helbig & Hofhues, 2018, p. 12). But particularly this target group – adults with low literacy skills - can  benefit from using digital media (Koppel, 2017). Until today, there are very few findings, which factors lead to a successful use in adult literacy. In the context of education successful use means, that digital media supports learning. Nevertheless, identifying a causal correlation between cause and learning-effect is very difficult. Research derive conclusions with the help of indicators. Systematically the most indicators can assigned to three dimensions: the individual dimension, the process-related dimension and the institutional dimension (Koppel, 2018; see also Eickelmann, 2014).

In the individual dimension, current research shows that

• beliefs and the motivation (Lin, Chen, & Liu, 2017; Staub & Stern, 2002),
• the presentation concerning the modality of senses (Chandler & Sweller, 1991; Mayer, 2014)
• the possibility of self-directed learning (Hattie, Beywl, & Zierer, 2013)
• as well as the further training (Gerick & Eickelmann, 2017, p. 16)

can have a positive effect on the successful use of digital media.

In the process-related dimension, current research shows that

• considering the use of digital media in curricula and concepts leads to a successful use.
• a shorter intervention with digital media is more successful than a longer one (Zwingenberger, 2009).

Concerning the institutional dimension

• cooperation between leadership and course teacher (Breiter, 2017) and
• the technical facility and the IT-management -support (Gerick & Eickelmann, 2017)

are key success factors.

Although these singular aspects can lead to a successful use, always the “how” is more important rather than the “what” (Higgins, Xiao, & Katsipataki, 2012, p. 3). Hence, for identifying key success factors it`s important to consider both. Respectively, the research question is: What are key success factors for using digital media in adult literacy? In the presentation, the research design and preliminary results will be shown. This research is part of a BMBF (German Federal Ministry of Education and Research) -funded project.

To answer the question, a systematic explorative cross-sectional design is employed. The systematic builds the process model for the implementation of digital media in schools (Eickelmann, 2014). Fallowing it, three areas are important identifying key success factors: Input, Process and Output. To analyse these areas and to avoid a bias, a method- and data-triangulation will be used. The following table shows the areas, a short description of them as well as the used methods to investigate these areas: Input Brief description: individual experiences, knowledge, attitude and competences using digital media, institutional conditions Method: questionnaire Objects of investigation: teachers and learners Process Brief description: IT-Management, media course concept, usage of digital media in literacy courses, digital media itself Method: interviews, group discussions Objects of investigation: management, teachers and learners Output Brief description: satisfaction, motivation and the self-efficacy Method: interviews Objects of investigation: teachers and learners The results of the questionnaire will be analysed with descriptive statistics, the interviews with the qualitative content analysis. Additionally about 7 case studies will be conducted to get a deeper insight of the context factors and the interdependencies. The cases will be identified based on the interviews: If interviewed people estimated the use of digital media very successful, the institutions will be consulted as a case. For contrast, also two institutions will be part of the case studies, in which the use of digital media were estimated as not successful. Conducted methods in the case studies are group discussions and course observations. All the results will be reconnected to the model for the implementation of digital media. Starting at the output area, satisfaction, motivation and the self-efficacy are indicators for a successful use. These aspects will be reconnected to the former areas, the input and the process.

Expected outcomes are results which will indicate how digital media can be used successfully in adult literacy. The key factors (of success/of failure) will be related to the individual, the process and the output dimension. The data will give a deep insight in individual learning processes with digital media, media didactics and institutional conditions. This will help developers as well as teachers and learners to implement more effective and satisfied (self-organized) learning processes with digital media.

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