The Influence of iPads on Course Performance and Student Perceptions of Learning in Human Anatomy

The influence of iPad compared to computer-based active and collaborative learning activities on academic performance, along with student attitudes toward technology, engagement, and perceived learning were examined between two one-semester undergraduate-level Human Anatomy classes. Student attitude...

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Bibliographic Details
Published inJournal of teaching and learning with technology Vol. 7; no. 1; pp. 108 - 124
Main Authors Scibora, Lesley M, Mead, Timothy P, Larson, Claire
Format Journal Article
LanguageEnglish
Published Indiana University 06.06.2018
Subjects
Active Learning
Anatomy
Computer Use
Cooperative Learning
Course Objectives
Handheld Devices
Human Body
Instructional Effectiveness
Late Adolescents
Learner Engagement
Performance Factors
Science Achievement
Science Instruction
Student Attitudes
Technology Integration
Undergraduate Students
Minnesota (Saint Paul)
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Summary:The influence of iPad compared to computer-based active and collaborative learning activities on academic performance, along with student attitudes toward technology, engagement, and perceived learning were examined between two one-semester undergraduate-level Human Anatomy classes. Student attitudes and perceived learning were assessed using pre- and post-semester surveys between two simultaneous classes: iPad-integrated (n = 24) and no-iPad (n = 21). No-iPad users reported higher attainment of course objectives (human anatomy factual knowledge, principles and theories, and application of material) than iPad users. IPad users also reported lower levels of course engagement following fifteen weeks of usage whereas no-iPad users reported higher levels of engagement. Both groups showed similar learning gains based on test scores, and final grades. This article explores potential explanations for discrepancies with some previous research by highlighting the importance of consistent instructional methods, regardless of media, in undergraduate education.
ISSN:2165-2554
2165-2554
DOI:10.14434//jotlt.v7n1.23973