Abstract
This case study illustrates the incorporation of Padlet to support a learning task designed to promote student engagement. Padlet was introduced as a digital technology platform in an undergraduate marketing class for an assessment where the stakes are considered low, that is, a formative assessment. The previous cohort had declared it difficult to engage with the original assessment, which took the form of a 1000-word written piece. To facilitate interest and motivation in the task, Padlet was introduced with the assumption that students would engage more with a task if a technology-based instructional design was implemented. This case study examines the use of Padlet to provide a platform for literacy beyond the written text, aimed to increase effort and cognitive engagement. Self-reported results indicate that students find a task supported by the use of Padlet deeply cognitively engaging. Padlet, as illustrated in this case study, could be used in either an in-person or online learning environment.
Highlights
Engagement is characterised by three dimensions: cognitive, emotional and behavioural
Following submission of the Padlet assessment, students were asked to fill in a short questionnaire on Google Forms to self-report the extent to which they estimated their own levels of cognitive engagement (Greene, 2015)
The cognitive engagement scale developed by Greene and Miller (1996) was adopted, and five items were adapted from the scale and reworded to refer to the set Padlet task
Summary
Engagement is characterised by three dimensions: cognitive, emotional and behavioural. Technology has been known to operate as a hook which motivates students to participate through sustained interest and cognitive engagement As computer-based technology has permeated the education sector, its use in effectively promoting student engagement has attracted much attention in higher education due to its association with a number of positive academic outcomes (Schindler et al, 2017). Evidenced by the use of technology in increasing student motivation and participation (Schindler et al, 2017). Digital applications have been shown to have the power to engage and motivate learners, and have the potential to increase academic achievement from the perspective of both the students and the educators (Courville, 2011; Dervan, 2014). How to gather information and navigate an abundance of sources still needs to be learned since academic digital literacy skills are distinct from those required in daily life to use technology socially (Gurung and Rutledge, 2014)
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