Samson, P. (2011, June), Effect of Laptops in Large Lecture Classes on Attentiveness and Engagement   Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17813

\bibitem{asee_peer_17813}
  Samson, P. (2011, June), \emph{Effect of Laptops in Large Lecture Classes on Attentiveness and Engagement }
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17813

Perry Samson.  "Effect of Laptops in Large Lecture Classes on Attentiveness and Engagement ".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17813 Internet.  25 Apr, 2024

\bibitem{asee_peer_17813}
  Perry Samson.
  "Effect of Laptops in Large Lecture Classes on Attentiveness and Engagement ".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17813 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_17813
author = "Perry Samson"
title = "Effect of Laptops in Large Lecture Classes on Attentiveness and Engagement "
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17813}
number = {10.18260/1-2--17813}
}

TY  - CPAPER
AB  -                         Effect of Laptops in Large Lecture Classes                            on Attentiveness and EngagementAbstractThe value of in-class Internet technologies to student attentiveness, engagement, and learningremains both controversial and filled with promising potential. In this study, conducted overthree years, students were given the option to use LectureTools, an interactive suite of toolsdesigned specifically for larger classes. The availability of these tools dramatically changed themechanics of the course as over 90% of students attending lecture voluntarily brought theirlaptops to class. On one hand, surveys over multiple semesters show that students believe theavailability of a laptop is more likely to increase their time on tasks unrelated to the conduct ofthe course. On the other hand, the surveys also ascertained that students felt more attentive withthe technology, significantly more engaged, and able to learn more with the technology than insimilar classes without it.The use of this technology also led to a dramatic increase in the number of students posingquestions during class time, with more than half posing at least one question during class overthe course of a semester, a percentage far higher than achieved in semesters prior to the use ofthis technology. These results suggest that while having laptops in the classroom can be adistraction to students, students of today show confidence that they are capable of productivemultitasking, showing that they not only can handle this technology when applied through“deliberate engagement” using tools like LectureTools, but thrive with it, as seen throughimproved attentiveness, learning, and overall engagement even in larger classes.Keywords: Laptop use; Large classes; Post-secondary education; Student response systems; LectureTools; Clickers
AU  - Perry Samson
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Effect of Laptops in Large Lecture Classes on Attentiveness and Engagement 
UR  - https://peer.asee.org/17813
DO  - 10.18260/1-2--17813
ER  -