Student observations: Introducing iPads into university classrooms

Wardley, Leslie J.; Mang, Colin F.

doi:10.1007/s10639-015-9414-4

Cited by 11 publications

(5 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most research based on Technology Acceptance Model (TAM) has focused on the adoption of specific and easily identifiable technologies, for example the adoption of the digital whiteboard in the classroom (Al-quirim, 2016), use iPads into university classrooms (Wardley &. Mang, 2016), etc.…”

Section: Introductionmentioning

confidence: 99%

TAM and stages of adoption of blended learning in higher education by application of data mining techniques

Martín‐García¹,

Martínez‐Abad²,

Reyes-González³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

The purpose of the study is to analyse and identify the stages of adoption of the blended learning (BL or b‐learning) methodology in higher education contexts, and to assess the relationship of these stages with a set of variables related to personal and professional characteristics, attributes perceived on BL and contextual variables. About 980 active academic staff from 43 Spanish public universities participated. The technology acceptance model (TAM) was used as a theoretical framework for the operational definition of the variables. Through the use of data mining techniques (clustering and decision trees), groupings were made based on the b‐learning adoption stage and a subsequent predictive model of these stages. The results show that the intention to use BL is the most important predictor variable in all models applied. In addition, the relationship between higher frequency of use and experience in digital educational environments with higher stages of implementation of the BL methodology was verified. Regarding the socio‐demographic variables included in the study, it was observed that they exert effects that are marginal in all cases. Practitioner NotesWhat is already known about this topic Many universities and higher education institutions are designing strategic plans and diverse actions to implement and spread the use of BL methodologies. TAM has been widely used to study the behaviour and the intention of using a wide variety of specific technologies in the classroom. The study of BL from the perspective of TAM has generally been carried out using inferential analysis techniques. What this paper adds Analysis of complex systems such as the BL methodology from the TAM approach. Groups of adopting teachers can be analysed using the TAM approach according to the stage of use of this innovation. In contrast to traditional inferential techniques, this paper proposes a methodological procedure based on decision trees, which facilitates a more refined analysis of the relationship and interactions between the set of TAM predictor variables (PU, PEOU, BI, etc.) and the criterion variable (stages of adoption). The obtaining of more complete and adjusted trees leads to better prediction and identification of the concrete actions that could be implemented by higher education institutions as protective or motivating factors for the diffusion of the BL methodology. Implications for practice and/or policy Interest in focusing attention on a complex system such as the one represented by the BL methodology from the perspective of models of technological acceptance reinforces an interesting line of research that can enrich the approach and scope of the TAM theory and generates knowledge that helps promote strategic actions to optimise the institutional diffusion of the BL training modality in higher education contexts.

show abstract

Section: Introductionmentioning

confidence: 99%

TAM and stages of adoption of blended learning in higher education by application of data mining techniques

Martín‐García¹,

Martínez‐Abad²,

Reyes-González³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Because computers limit mobility and interaction with other students (Ozok et al, 2008), other electronic devices, such as tablet PCs, could be used. Tablets stimulate interactions between students and involve members in group discussions better than computers (Wardley & Mang, 2016) because they are easy to carry (Alvarez et al, 2011), especially in problem-solving intensive courses (Enriquez, 2010).…”

Section: Tablet Pcs For Online Multiple-choice Questions and Student mentioning

confidence: 99%

Effects of the perceptions of online quizzes and electronic devices on student performance

Meo

Martí-Ballester

2020

AJET

View full text Add to dashboard Cite

This study assessed how students’ perceptions of online quizzes and the use of three electronic devices to solve them affected their performance. A sample of 208 students enrolled in an introductory accounting course at the Universitat Autònoma de Barcelona completed online quizzes as part of their evaluation and filled in a questionnaire on their perceptions of such quizzes and the electronic devices they used to do them on. Their scores were collected both for the online quizzes and their examinations, and the data were then analysed using a partial least square structural equation model. Findings suggest that a positive perception of online quizzes positively affected students’ examination scores, but not their scores for the online quizzes. The findings also indicate that, while positive perceptions of computers and tablet PCs for doing online quizzes did not affect students’ examination scores, those who reported positive perceptions of the use of mobile phones for online quizzes obtained significantly lower examination scores than their peers. Finally, perception of the use of any electronic device did not affect students’ scores for online quizzes. Implications for instructors, faculty administrators, and students are provided based on the results.

show abstract

“…Owing to increased levels of interactivity and its co-productive nature, modern media has become an ever present feature in individuals' daily lives (Judd & Kennedy, 2011). The manner in which media is conceptualised and viewed as an always-on, socially interactive, technologically mediated communication mechanism has in part been brought about by the proliferation of modern mobile devices such as laptops, tablets and smartphones (Wardley & Mang, 2015). Prominent applications of these devices include instant messaging, social networking, email, as well as many other forms of information gathering, entertainment and communication.…”

Section: Media Multitasking Among Studentsmentioning

confidence: 99%

In-Lecture Media Use and Academic Performance: Investigating Demographic and Intentional Moderators

Parry

Roux

2018

SACJ

View full text Add to dashboard Cite

The growing prevalence of continuous media use among university students in lecture environments has potential for detrimental effects. In this study we investigate the relationships between in-lecture media use and academic performance. Previous studies have shown that students frequently engage with digital media whilst in university lectures. Moreover, multitasking imposes cognitive costs detrimental to learning and task execution. We propose, accordingly, that the constant distractions created by digital media, interrupt the thought and communication processes of students during lectures and, subsequently, obstruct their ability to learn. To test this proposition we conducted a survey-based empirical investigation of digital media use and academic performance among undergraduate university students. A significant negative correlation was found between the number of in-lecture media use instances and academic performance. Furthermore, this effect was found to be pervasive independent of individual demographic factors and the intention with which a medium was used.

show abstract

Student observations: Introducing iPads into university classrooms

Cited by 11 publications

References 28 publications

TAM and stages of adoption of blended learning in higher education by application of data mining techniques

TAM and stages of adoption of blended learning in higher education by application of data mining techniques

Effects of the perceptions of online quizzes and electronic devices on student performance

In-Lecture Media Use and Academic Performance: Investigating Demographic and Intentional Moderators

Contact Info

Product

Resources

About