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The impact of an iPad-supported annotation and sharing technology on university students' learning
ARTICLE

, Accounting Discipline Group, Australia ; , Sydney School of Architecture, Design and Planning, Australia ; , Accounting Discipline Group, Australia ; , School of Software, Australia

Computers & Education Volume 122, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

iPads, or more generally tablet computers, have received rapid and widespread uptake across higher education. Despite this, there is limited evidence of how their use affects student learning within this context. This study focuses on the use of a tablet by the instructor to support the annotation and in-class sharing of students' work to create a collaborative learning environment within a first year undergraduate subject. This paper reports the results of an empirical study looking at the effect this tablet technology has on student performance using a sample of 741 first-year accounting students. The study uses data from enrolment and attendance records, end of semester examination results and student perceptions from a survey. Results indicate that class sharing of the instructor's and students' annotation of homework through the use of a tablet is associated with an improvement in student performance on procedural or equation-based questions as well as increased student engagement. However, contrary to expectations, the introduction of in class annotations was associated with a decline in student performance on theoretical, extended response questions. The authors argue that affordances of the tablet, when used in a student-centred way, can introduce a bias towards some kinds of interactions over others. This large-scale study of in-class tablet use suggests that though the tablets may be positively associated with student engagement and satisfaction, caution must be exercised in how the use by the instructor affects the classroom environment and what students learn. These findings have particular relevance to university learning contexts with equation-centric subjects such as those in Business and STEM.

Citation

Wakefield, J., Frawley, J.K., Tyler, J. & Dyson, L.E. (2018). The impact of an iPad-supported annotation and sharing technology on university students' learning. Computers & Education, 122(1), 243-259. Elsevier Ltd. Retrieved April 4, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.03.013

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