Perceived Learning and Students’ Perceptions Toward Using Tablets for Learning: The Mediating Role of Perceived Engagement Among High School Students

Abstract

Integrating mobile technology in schools has become a growing trend in recent years. Studies suggest that the use of tablets has potential contributions for learning. The current study explored the use of tablets for learning among 427 high school students, utilizing both qualitative and quantitative methods. The purpose was to assess students' perceptions toward the effectiveness of using tablets in learning and to examine a model in which perceived engagement mediates the effects of content usage types, and technological and social aspects on perceived learning. The findings indicate that overall, students reported moderate levels of positive attitudes toward tablet use in learning. In addition, it was found that the more students consumed information via tablets, perceived tablet software as easy to use, and communicated with other students through tablets, the higher their engagement was, which in turn led to more positive perceptions of learning. Moreover, a qualitative content analysis indicated that students perceived the technological aspects as the main advantage, and barrier, of using tablets for learning. The implications of the results, as well as the role of perceived engagement in enhancing learning outcomes, are discussed in the context of tablet use in learning.

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