Distributing Computing Devices in Classrooms: Hedonic and Utilitarian Influences on Science and Technology Attitudes

Abstract

While extensive efforts have been made to harness benefit of computing technologies in education, little attention focuses on how such efforts lead to students’ positive attitudes toward science and technology. Building on the technology acceptance model and motivation literature, the current study proposed that hands-on experiences with computing devices allow students to perceive their technology use as being useful and enjoyable, which in turn leads to positive attitudes toward science and technology in general. Data collected from a pedagogical intervention support our predictions regarding the role of utility perception and enjoyment. Furthermore, it is suggested that students’ prior attitudes toward science and technology and the type of device used in the intervention influence perceived usefulness and enjoyment of classroom computing. When using education-specific devices, students’ prior attitudes were positively associated with postintervention attitudes as well as with utility perception and enjoyment. When using general-purpose devices, however, students’ prior attitudes were not related to those outcomes. These results imply that distribution of technologies to schools may improve attitudes toward science and technology, particularly in populations that have been underrepresented in the fields of science and technology thus far.