iPad Usage Research Articles

The Relationship between iPad Usage and Learning Motivation of Faculty of Medicine Students of Universitas Pasundan

Education can be achieved optimally if a learning process is carried out and given effectively and efficiently. The use of gadgets among students is a habit or a necessity to have, such as cellphones, tablets, and various other types of gadgets. The purpose of this study was to determine the relationship between the use of gadgets and the learning motivation of students at the Faculty of Medicine, Universitas Pasundan. This research is a quantitative research. The sample in this study were 138 students of the Faculty of Medicine, Universitas Pasundan. The sample technique used is nonprobability sampling. The data analysis used was univariate and bivariate analysis. The results of the study show that the relationship between iPad use and learning motivation has a significant relationship with a significance value of >0.05. This is evidenced in the chi-square (χ2) calculation results with a probability value (p-value) that is 0.001 less than 0.05. Thus it can be concluded that there is a relationship between the use of iPAD and student learning motivation at the Faculty of Medicine Universitas Pasundan.

Factors Influencing iPad Acceptance in Mandatory Conditions by Students: Cross-Classes Analysis

This article is investigating the acceptance of the iPad among new students at a university. IPad usage is compulsory, and the purchase is part of the new student admission package. Two previous surveys using UTAUT have shown mixed results. The author decided to use survey results from both studies and reanalyze the questionnaire's answers. Data analysis was conducted using the SEM-PLS tool. The result showed only Anxiety and Self-Efficacy influencing Intention to Use while Intention to Use and Facilitating Condition influencing the use of iPad. The relation between Self-Efficacy and Intention to Use was moderated by gender, while the relationship between Intention to Use and Usage was moderated by experience in using a tablet.

The Role of the iPad as Instructional Tool in Optimizing Young Learners' Achievement in EFL Classes in the Saudi Context

The iPad tablets have been introduced into various educational sectors to facilitate learning and engage students in the classroom. However, little is known about the empirical evidence with regard to iPad usage in enhancing language achievement. This study set out to examine the effects of integrating iPad tablets as an instructional tool into the second language (L2) curricula to enhance young learner’s academic achievement in the English as a Foreign Language (EFL) classroom. It further endeavored to uncover the limitations that affect the utilization of the iPad in the classroom. To this end, forty Arabic first language (L1) young EFL learners enrolled in a middle school, were assigned as either an experimental group where they were exposed to study via iPad or a control group where they were taught in a traditional printed text across five weeks period. Language achievements were assessed through reading and vocabulary tests which were administered before the intervention and immediately after the intervention. To gauge the students’ engagements during the intended task, their behaviors were assessed in both scenarios. Findings from quantitative and qualitative data revealed that the students who were exposed to iPad were found much engaged and significantly outscored their counterparts in language achievements in the post-tests. Furthermore, technical problems were found to be predominant impediments to the integration of the iPad usage followed by unfamiliarity with the application, and student distraction. These findings provide EFL teachers and policy makers with insight on how to better integrate the iPad into the EFL environment. Further pedagogical recommendations and research directions are also highlighted at the end of the article.

The Role of the iPad as Instructional Tool in Optimizing Young Learners' Achievement in EFL Classes in the Saudi Context

The iPad tablets have been introduced into various educational sectors to facilitate learning and engage students in the classroom. However, little is known about the empirical evidence with regard to iPad usage in enhancing language achievement. This study set out to examine the effects of integrating iPad tablets as an instructional tool into the second language (L2) curricula to enhance young learner’s academic achievement in the English as a Foreign Language (EFL) classroom. It further endeavored to uncover the limitations that affect the utilization of the iPad in the classroom. To this end, forty Arabic first language (L1) young EFL learners enrolled in a middle school, were assigned as either an experimental group where they were exposed to study via iPad or a control group where they were taught in a traditional printed text across five weeks period. Language achievements were assessed through reading and vocabulary tests which were administered before the intervention and immediately after the intervention. To gauge the students’ engagements during the intended task, their behaviors were assessed in both scenarios. Findings from quantitative and qualitative data revealed that the students who were exposed to iPad were found much engaged and significantly outscored their counterparts in language achievements in the post-tests. Furthermore, technical problems were found to be predominant impediments to the integration of the iPad usage followed by unfamiliarity with the application, and student distraction. These findings provide EFL teachers and policy makers with insight on how to better integrate the iPad into the EFL environment. Further pedagogical recommendations and research directions are also highlighted at the end of the article.

Plugged and Unplugged Reading: Studying the Preferences of Readers

AbstractThe iPad has risen to become the preferred affordable device for classroom instruction and reading. Although multiple studies have been conducted on reading instruction and efficacy using iPads, little empirical research currently has supported the iPad as a preferential choice by readers. Therefore, in this study, the author aimed to investigate the preferences of readers using e‐books or t‐books (traditional print books). In this qualitative case study, 98 fourth graders read three books in one of two formats: one as a t‐book, one as an iPad e‐book, and one as the reader's choice of t‐book or e‐book. Triangulated data were collected from an iPad usage questionnaire, a reading attitude survey, and focus group discussion transcripts. The results of the study indicate that readers have distinct preferences if provided a choice. Teachers should provide time for both plugged and unplugged reading daily.

The Role of Brand Reputation and Perceived Enjoyment in Accepting Compulsory Device’s Usage: Extending UTAUT

This study is exploring the acceptance of compulsory Apple iPad usage by Faculty of Business and Economics, Atma Jaya Yogyakarta University (FBE-UAJY) in Indonesia. New undergraduate students each year are required to purchase e-books and iPad as part of their admission and enrollment package. Previous two studies using UTAUT (both published and “original” version) have concluded that the students accepted the iPad. The subsequent interview revealed that the students might be influenced by brand reputation and enjoyment of using a well-known brand such as Apple. Few pieces of anecdotal evidence suggested that the price of iPad has caused new students to cancel their enrollment due to cost consideration. We devised a survey to extend UTAUT by using Brand Reputation and Perceived Enjoyment as new variables. We also used Gender, Prior Tablet Ownership, Price Perception, and hypothetical options if the iPad was not compulsory as moderating variables. We circulate the survey to FBE-UAJY class of 2018 undergraduate students. The findings suggest that Brand Reputation and Perceived Enjoyment are in fact influencing the Intention to Use iPad. While Gender, Prior Tablet Ownership, and Price Perception moderating the influences toward Intention to and the Actual Use of iPad.

EXPERIENCES, FRUSTRATIONS, AND BARRIERS, OF IPAD USAGE IN THE SPECIAL EDUCATION: LIFE SKILLS CLASSROOM FROM EDUCATORS PERSPECTIVE

The purpose of this mixed methods study was to determine the barriers that special educator teachers encounter when using iPads within the Life Skills classroom. The research investigates the experiences, frustrations, and barriers through educators’ perceptions of iPad implementation. The influence of these issues suggests why iPad usage is not a device that special education classrooms are using in a widespread daily manner. Exploration of iPads as an educational tool and as a communication device is also discussed, along with considerations of other communications systems such as Picture Exchange Communication Systems and Alternative and Augmented Communication Devices is considered. Recommendations for further possible research are also discussed.

Friend or Foe? A Case Study of iPad Usage During Small Group Reading Instruction

The purpose of this case study is to examine how two early childhood teachers in one university laboratory school utilize the iPad in their reading practices. Data collection involved: (a) observations, (b) audio recordings, and (c) researcher journal. Findings indicate that the teachers had a continuum of purposeful uses for the iPad and the associated applications during their small group reading instruction. In addition, the teachers had mixed overall perceptions toward using the iPad as an effective literacy tool. Implications for practice are presented.

Cognitively Accessible Academic Lessons for Students With Intellectual Disabilities Using the iPad

The purpose of this study was to improve access to general education curricula, through the use of an iPad, for students with intellectual disabilities (IDs). The participants were 72 students (kindergarten through eighth grade) identified as having an ID. During the 6-week study, the 41 students in the experimental iPad group received academic instruction and completed work via the iPad, while the 31 students in the control group received the same instruction via paper-and-pencil materials. Data were compared to determine the effects of the intervention on the academic content knowledge, work completion, and teacher perceptions of the engagement of students with IDs. Student perceptions concerning the use of the iPad as a learning tool were collected and evaluated. Analyses indicate that academic student achievement increased with both the iPad and traditional teaching methods and that performance was maintained. Additionally, the iPad usage had a significant effect on the work completion and engagement of students with IDs as indicated by work completion data and teacher perceptions of engagement. Moreover, students participating in the study responded favorably about using the iPad. Implications from these findings indicate that the iPad may be an effective learning tool for students with IDs.

Facilitators and barriers to the use of iPads as a therapy tool: A Canadian survey of pediatric occupational therapists

Technological advancements are leading occupational therapists to alter traditional methods of addressing intervention with clients by incorporating intervention tools like the iPad to enhance rehabilitation and improve participation in the everyday activities of children they engage with as a means of increasing motivation and interest. The use of iPads as a therapeutic tool is on the rise due to the ease of access, their versatility, and acceptance by learners whose learning styles the iPads appeal to. Occupational therapists registered with the Ordre des Egotherapeutes du Québec and members of the Canadian Association of Occupational Therapists were surveyed to study the use of technology like iPads in treatment and to identify possible facilitators and barriers involved in using iPads as a therapeutic tool. Almost half of the respondents reported iPad usage in practice. Portability and small size, ease of use, and increased use of technology were identified as the principal facilitators; while, lack of iPad availability, funding, and training/knowledge were the principal barriers found. For the nonusers, the lack of knowledge or evidence to support iPad’s effective use as a therapeutic tool was the leading barrier reported. However, these nonusers expressed a willingness to use iPads if they were made available to them. Further research is required to address the barriers identified and to determine the effectiveness and applicability of iPads in practice. This would shed light on clinical changes that might be required to promote iPad use in pediatric occupational therapy.

Ipad Usage and Impact on Pediatric Medical Students’ Learning and Patient Care

Background and Aims: The advent of mobile technologies has stimulated an academic shift in medical education from traditional methods to mobile teaching and learning. This study investigated medical students’ current and anticipated iPad usage as well as perceived impact of iPads on their learning and patient care. The ultimate purpose of the inquiry was to improve future implementation processes. Methods: Twenty-three iPads were loaded with applications including Cerner Citrix Receiver, question banks, review texts, DynaMed, and the iTunes U application that contained clerkship curriculum. Fifty-eight students used the iPads during a Pediatrics rotation and filled out a survey upon completion. Descriptive statistics were generated from quantitative responses while thematic analysis was used to summarize ideas from qualitative responses. An exploratory mixed methods approach was used to integrate qualitative and quantitative findings. T-tests were used to determine differential usage as a function of prior iPad ownership and experience. Results and Conclusions: Students variably used iPads to access question banks, didactics and review texts, conduct internet searches, and monitor patient information. IPads were most used compared to other electronic and print sources with cited advantages of portability, convenience, instant accessibility, enhancement of professional conduct, and time management. Respondents proposed other areas in which iPads could be used in the rotation. This highlighted the need to expand our iPad initiative to cover other aspects of learning. Given that prior iPad ownership and experience did not determine differences in usage, the observed variability in iPad usage suggests mere diversity of baseline needs.

IPad at School: A Holistic Evaluation of the Opinions of Students, Teachers and Parents Concerning iPad Usage

<p>The present study contains data collected via end of the year assessments concerning iPad applications created especially for primary schools, and includes analyses of the data. To integrate smart board usage in primary school lessons, various applications were developed to ensure the synchronization of the smart boards and iPads. These applications were used by both students and teachers in class sessions throughout the academic year. At the end of the academic year, the usage of the iPad in the classes, the effects of iPad on class activities and teaching methods; and the opinions of the students, teachers and parents on iPad usage at academics in an educational context were sought and evaluated. </p>

Evaluation of an international inter-professional initiative on the use of case study learning about the United Nations millennium development goals

Results: Survey results revealed that one hundred percent (100%) of attending clinicians agreed that the information presentedwas relevant and that iPad usage could be integrated into their daily work routine. One hundred percent (100%) of attending clinicians also agreed that usage of iPadswas applicable to their specific professional role. Self-assessments by the students and the instructor assessment implied that students understood cognitive learning theories and how the theories can be applied to educational technology. Conclusion(s): This project provided students with a foundational knowledge of cognitive learning theories while providing them hands-on experience with technology. Students gained insight on the importance of using best practice when teaching with technology. The health care providers at the rehabilitation hospital received valuable resources that could be used in their daily practices. Implications: The use of mobile devices such as the iPad can be a part of physical therapy curriculum. Students can apply learning theories when using iPads to educate health care professionals. Physical therapists can usemobile devices to educate patients, quickly retrievemedical information, and improve patient outcomes.

Tablet Computing in Clinical Training of Pediatric Residents.

Medical residents receive both medical education and clinical skills training. New technologies and pedagogies are being developed to address each of these phases. Our research focuses on the efficacy of an iPad(®) (Apple, Cupertino, CA) for clinical skills training. For a period of 3 years, the University of South Florida provided incoming pediatric residents (n=94) with an iPad. At the end of the 3-year program, we surveyed the residents, measuring perceptions and satisfaction of iPad use in clinical training. Sixty percent of the residents responded to the survey. Ninety-three percent reported at least some iPad usage per day on clinical activities. We classified 13 facets of clinical training into three conceptual areas and provided figures detailing iPad use for each facet relative to other facets in the same cluster. The obtaining, management, and display of information are primary uses of iPad applications in clinical training. Finally, we provide information relative to perceived obstacles in clinical training, with weight of the device being the most frequently cited. The role of graduate medical education is changing with the introduction of new technologies. These technologies can differentially impact the various aspects of residency education and training. Residents reported using an iPad extensively in their clinical training. We argue that in addition to impacting traditional educational strategies, iPads can successfully facilitate aspects of clinical training in medical education.

Impacts of iPad Attributes, Users' Lifestyles, and Media Dependency on the Adoption and Intensity of iPad Usage

The goal of this exploratory research is to identify attributes that can distinctly characterize iPads and examine the predictive power of iPad attributes, users' lifestyles, and media dependency on iPad adoption as well as intensity of iPad use. Data were gathered from a sample of 623 university students via online survey in Mainland China, among whom 217 were iPad users and 406 were non-users. Regression results show that application affordances was one of several important attributes influencing the likelihood of iPad adoption and usage patterns. Regarding lifestyles, strivers were found to have a higher likelihood of buying iPads; experiencers were more engaged and active when using iPads; innovators tended to use iPads for utilities, information-seeking, and interpersonal communication more often than other users. Furthermore, among iPad usage patterns, utilities and information-seeking were found the two most powerful predictors influencing intensity of iPad usage. Implications of the results are discussed.

Real-time use of the iPad by third-year medical students for clinical decision support and learning: a mixed methods study

PurposeDespite widespread use of mobile technology in medical education, medical students’ use of mobile technology for clinical decision support and learning is not well understood. Three key questions were explored in this extensive mixed methods study: 1) how medical students used mobile technology in the care of patients, 2) the mobile applications (apps) used and 3) how expertise and time spent changed overtime.MethodsThis year-long (July 2012–June 2013) mixed methods study explored the use of the iPad, using four data collection instruments: 1) beginning and end-of-year questionnaires, 2) iPad usage logs, 3) weekly rounding observations, and 4) weekly medical student interviews. Descriptive statistics were generated for the questionnaires and apps reported in the usage logs. The iPad usage logs, observation logs, and weekly interviews were analyzed via inductive thematic analysis.ResultsStudents predominantly used mobile technology to obtain real-time patient data via the electronic health record (EHR), to access medical knowledge resources for learning, and to inform patient care. The top four apps used were Epocrates®, PDF Expert®, VisualDx®, and Micromedex®. The majority of students indicated that their use (71%) and expertise (75%) using mobile technology grew overtime.ConclusionsThis mixed methods study provides substantial evidence that medical students used mobile technology for clinical decision support and learning. Integrating its use into the medical student's daily workflow was essential for achieving these outcomes. Developing expertise in using mobile technology and various apps was critical for effective and efficient support of real-time clinical decisions.

Uses of iPad® Applications in Music Therapy

We take no credit for this, and that's not our intention...our intention is to say something is going on here. (Researchers) should take a look at this.Steve Jobs, Applet Chief Executive, discussing the rise in use of iPadt apps with children with special needsIn writing on the topic of technology for publication in a biannual journal, I recognize the challenge of issuing some sort of prescient inquiry that has benefit for clinicians in our field. Even given that awareness, perhaps no article will be so quickly out-of-date than this one. I will do my best to guard against it, as I have included some more broad conjecture about clinical pitfalls of technology and a larger context of the upsides to how our clientele benefits from these advance- ments. However, the list of applications (apps) provided in the second section would have needed updating before was even typeset in order to stay current-that is how quickly apps are added or updated in the online iTunes store, where Apple hosts them.In the previous installment of this discussion of technology in Music Therapy Perspectives (see Knight & LaGasse, 2012), we revisited a definition of technology specific to music therapy from Crowe and Rio (2004): it (technology) may involve any equipment, device, or method that systematically fosters the production of or response to music'' (p. 283). Few bits of technology have been more influential than the Apple iPad and its host of applications. The term apps'' was also previously defined in the previous technology article as short for applications, (and) refers to software that is nearly always downloaded from a website, may be free or paid for,'' and then lives'' on a mobile computing device, most often a tablet computer of some kind.How did this technology come to be? When cellular phones and eventually smartphones became more affordable, the computing power that could be installed in them similarly grew. Much of that power has turned into applications, creating the interesting irony of phones that are used more to compute than to verbally communicate, perhaps the original application'' of mobile phones. By 2010, close to 90% of the population in the U.S. had a cellphone, landlines were disconnected at an increasing pace, text messages increased by 50% the previous year, and application data surpassed voice data in total cellular traffic on mobile networks (Wortham, 2010). However, may not be simply that the rise in smartphone purchases spurred application creation- the utility of apps has also bolstered usage of smartphones. The creation of more compelling apps, specifically in the categories of games, social networking, and music, seems to have triggered some reward center in our collective subcon- scious (Barrabee, 2013). Between May 2010 and June 2013, the number of apps specific to iPad usage went from 5000 to 375,000 and over 30 billion downloads of apps took place in 2011 (World Bank, 2012).It appears that computer companies saw an opportunity for up-scaling the touchscreen technology of the smartphone while downsizing the heft of a traditional laptop in creating tablet computers. While the iPad was not the first touchscreen tablet computer on the market, may be that Apple's vision of application development and usage set apart from compet- itors immediately. While there are some signs that tablet computing technology is becoming more diverse in terms of market share, the dominance of the iPad is difficult to ignore. At the end of May 2013, the iPad share of U.S. and Canadian tablet web traffic, as one unique metric, was 82.4% while second and third place was the Amazon Kindle Fire and Samsung Galaxy at 6.5% and 4.7%, respectively (Elmer- Dewitt, 2013). Specific to clinical populations, several papers have highlighted Apple products for use with people with autism, augmentative or alternative communication (AAC) needs, and developmental disabilities in several countries (Kagohara et al. …

Apple iPad Usage Trends by Students and Non-Students

Since its release in April 2010, the Apple iPad has become the de facto tablet for consumers. Given the increasing popularity of the iPad as a consumer, educational, and work device, we were interested in how different groups of people use the iPad. More specifically, we were interested in how students and non-students use the iPad at work, school, and at play. One-hundred thirteen participants completed an online survey about iPad use. Results indicated students use the iPad more often for socializing, playing games, editing and posting photos, listening to audio, and taking pictures or videos. On the other hand, non-students use the iPad more often for reading the news, eBooks, and eMagazines.