Effects of Personal Learning Devices and their Usage on Student Learning and Engagement
Jonathan Labrensz, Abraham Ayebo, North Dakota State University, United States
JCMST Volume 37, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The objective of this study was to investigate the effects of using Personal Learning Devices as interactive white boards on students' learning and engagement. The study took place in an Algebra 2 classroom during the 2015-2016 school year. Baseline scores were gathered in the fall of 2015 and control and experimental scores were gathered in the spring of 2016. The control group used traditional individual white boards to work problems in class, where the experimental group used touch-screen tablets to work the same problems in class. The experimental group randomly had their work projected anonymously on the board. Gain scores were measured based on pre-implementation and post-implementation quiz and test scores for both control and experimental groups using Mann-Whitney U-Tests. They were also compared with pre- and post-implementation mean scores and other descriptive statistics and student opinions on the study. For most scores there was no significant difference in gain scores between control and experimental groups.
Labrensz, J. & Ayebo, A. (2018). Effects of Personal Learning Devices and their Usage on Student Learning and Engagement. Journal of Computers in Mathematics and Science Teaching, 37(3), 193-216. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 24, 2018 from https://www.learntechlib.org/primary/p/178506/.
© 2018 Association for the Advancement of Computing in Education (AACE)