Abstract
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.
Highlights
Recent reviews suggest there is significant interest in higher education in using tablets and other mobile devices to promote learning (Cochrane, Narayana & Oldfield 2014; Hwang & Wu, 2014; Nguyen, Barton & Nguyen, 2015)
Across each of the survey indices assessing student perceptions of iPads and technology on learning human anatomy, the results surprisingly show that the no-iPad group reported more favorable performance expectations, perceived learning and meeting overarching course objectives as a result of technology use in general, compared to perceptions of students using the iPad
Results of this study showed that iPads stimulated interest among students but they did not produce better academic performance nor did they increase positive attitudes about learning
Summary
Recent reviews suggest there is significant interest in higher education in using tablets (including the iPad) and other mobile devices to promote learning (Cochrane, Narayana & Oldfield 2014; Hwang & Wu, 2014; Nguyen, Barton & Nguyen, 2015) The premise of this interest appears to be based on the iPad-mediated affordances for student learning that include portability and applications focusing on knowledge acquisition, data collection, information storage and retrieval, real world models, and social connectivity and collaboration (Ferdousi & Bari, 2015; Patten, Sanchez & Tangney, 2006). Cochrane, Narayan and Oldfield (2013) suggest inconclusive learning outcomes may be the result of failing to capitalize on the unique capabilities of the iPad to transform pedagogical strategies that foster student learning This is evident in previous studies where the iPad was utilized only as a textbook or laboratory manual alternative, a note-taking device, or for searching the internet. Others suggest that pedagogical methods cause learning, rather than the medium by which lessons are delivered to students, as posited by Clark’s method-not-media hypothesis (Clark, 2005; Sung & Mayer, 2013)
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