June 23, 2013
June 23, 2013
June 26, 2013
Computers in Education
23.123.1 - 23.123.13
A Three Year Longitudinal Study of Mobile Technology and Analysis of the Impact on STEM-Based CoursesWe have progressively advanced student use of Apple iPads within introductionto engineering courses at (removed). We report the findings of our analysis ofthree consecutive years of ipad utilization. This is pertinent to study since use ofiPads is blossoming. Student use of technology tools is pervasive. K-12 andcollege classroom use is increasing rapidly, as these technological tools providebalance between cost, functionality and portability. This has caused a paradigmshift in the use of computing devices for mainstream course applications.We have present our analysis of results from studying the impact of iPad use onstudents’ academic performance. This has been achieved using a subset of courseobjectives for a first year introductory engineering course at (removed). Theinherent focus is on student perceived value and learning impact (comprehensionof learning outcomes). An iPad was provided to students along with focusedactivities to gauge differences in comprehension of learning outcomes. Studentperceived value of using an iPad for a class was also measured, tested andevaluated within a learning environment featuring 21st century demographics forthe science, technology, engineering, and mathematics fields. The effect of iPadinclusion in the STEM classrooms was focused on two key indicators: (1)academic impact and (2) student perceived value. Student perceived value wasmeasured via a student attitudinal survey (Likert scale) completed prior to andsubsequent to iPad technology utilization managed through an independent third-party testing entity. The perceived value pre survey was done prior to studentshaving knowledge that they were going to be receiving iPads for use in the course.The assessment for the comprehension component of the study focused on fourcohorts of students. All cohorts of students were taught the same way from thecommencement of the semester until the time of the first course exam. This wasdone to limit and account for the possible variance of class grades. At thebeginning of week eight, iPads were then introduced and provided for the second,third and fourth cohort of students. The usage of the iPad in class assignmentswas focused on maximizing the impact of student learning on the following classareas: Class assignments, homework, quizzes and exams. Variances between thecohorts were assessed as part of the second and third semester exams. Three yearsof results enabling longitudinal comparison are now possible. This researchproject has yielded data in a field that has not been previously explored within theassociated demographic environment. The complete analysis on thecomprehension and student perceived value have been analyzed and veryinteresting results that have been obtain here within this paper. Continuous qualityimprovement of the instruments and utilization is included.
Perez, O. A., & Pitcher, M. T., & Espinoza, P. A., & Gomez, H., & Gonzalez, V., & Hemmitt, H., & Anaya, R. H., & Golding, P. (2013, June), A Three Year Longitudinal Study of Mobile Technology and Analysis of the Impact on STEM-Based Courses Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19137
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015