June 23, 2013
June 23, 2013
June 26, 2013
Computers in Education
23.1093.1 - 23.1093.14
Student Attention in Unstructured-Use, Computer-Infused ClassroomsThe number of computer-infused classrooms is increasing due to an increasing number ofengineering programs requiring students to purchase personal computers. Typically,there are two types of computer-infused classrooms. In the structured-use paradigm,computers are integrated into instructional activities in a meaningful and deliberatemanner and every student is required to bring a computer to class. In the unstructured-use paradigm, instructors may use computers for lecture delivery, but student computeruse is neither directed nor required. In past research, the structured-use paradigm hasbeen related to increased student attitudes and successful behaviors that support learning.Despite this finding, unstructured-use continues to be common in classrooms because ofthe time requirements for learning instructional technology and modifying lectures.One possible explanation for the difference in learning between structured-use andunstructured-use computer-infused classrooms is that structured-use encourages studentattentiveness. Distraction and inattentiveness are significant concerns for educators asattention is a fundamental requirement for learning.In order to gain an understanding of student attention in unstructured-use classrooms, theauthors collected data in a computer-infused statics course (~300 seats) and a dynamicscourse (~100 seats), both of which have unstructured computer usage. The authors useda software tool to automatically capture, in real-time, data related to the students’computer’s top-most, “active” window. The authors also conducted in-class observationsof student computer-use to validate the use of using the captured active window data as aproxy for attention in unstructured-use classrooms. Attention patterns are reported forboth the qualitative naturalistic observations and the quantitative active-windowmeasurements. The data are compared to previously collected data from structured-useclassrooms. Differences and similarities between student-attention in structured-use andunstructured-use computer-infused classrooms are discussed.The findings can be used as empirical evidence to encourage instructors to incorporatestructured computer-use into their pedagogical practice.
Mohammadi-Aragh, M. J., & Williams, C. B. (2013, June), Student Attention in Unstructured-Use, Computer-Infused Classrooms Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22478
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