Tablet vs book learning: Impact on memory, attention and learning skills

Abstract

Objectives : Textbooks are the major source of instruction, yet many Lebanese schools have partially introduced electronic devices, and have discreetly started to rely on them. Given the reported discrepancies between textbooks and tablets learning in international literature, it is essential to conduct a Lebanese study that compares both entities. Therefore, the objective of this paper was to assess the impact of tablet use at school on memory, attention and learning abilities among Lebanese children. Methods: This cross-sectional study, conducted between January and May 2019, enrolled 566 students aged of 11-13 years. Three schools were chosen conveniently for this study, one of them uses the Tablet and text books for students' learning whereas the second one uses text books exclusively. Students were randomly chosen from the list given by the school administration. Results :Textbook learning was significantly associated with lower episodic memory score (better episodic memory) and lower visual memory score (better visual memory), lower attention score (better attention), lower processing speed score (better processing speed), lower mathematic skills score (better mathematic skills) compared to tablets and textbook learning. Conclusion : Learning is evolving to another level and forever changing. Many studies should be conducted in order to understand the importance of merging new and old techniques to ensure that the next generations are receiving what can positively affect their cognitive skills and their performance.