Abstract

The purpose of this study was to determine the impact of iPAD2 technology integration on student performance in an undergraduate human anatomy course. Six undergraduate anatomy classes (N=166) were recruited to participate. Two classes were assigned to one the following conditions: control=no iPAD (CON); limited access=iPADs available in lab only (LIM); full access=students given personal iPADs (FULL). All tablets were preloaded with note‐taking, interactive white‐board, student response system, and anatomy specific applications. Experimental course assignments and activities required use of iPAD technology and FULL students were encouraged to both read and take notes using the iPAD. CON students were required to complete assignments using virtual dissection software on computers. Course lecture material was delivered via PowerPoint for all 3 conditions. Student knowledge was assessed with the same exams in all conditions during the semester (2 lab practicals, 4 lecture exams). An interaction effect between time and condition was found for both lab (F(2,165)=11.22) and lecture (F(6,165)=4.41) performance (p<0.05). Post‐hoc analysis revealed that FULL students performed significantly better than CON and LIM (68.3±2.5 and 71.1±1.7 vs 81.4±2.3%; p<0.05) and better than CON (67.5±2.0 vs 78.7±2.4%; p<0.05) on the 3rd and 4th exam respectively. A total of 66.2% of all students with iPAD access agreed that their performance was enhanced in lab. Significantly more students in FULL indicated an improvement in lecture (χ2(4,166)=11.28; p<0.05) and a desire to use an iPAD in lieu of a laptop to help study for future science courses (χ2(4,166)=19.95; p<0.05). Results suggest that if students are given opportunities to overcome the technology learning curve, iPADs and relevant applications can be useful tools in human anatomy courses.Grant Funding Source: Supported by Occidental College Library and Center for Digital Learning and Research

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