iPad Users Research Articles

The Influence of Digital Sketching Tools on Concept Novelty and Evolution

Abstract Digital tools for sketching, such as tablets, have become popular for streamlining design work and keeping a large quantity of sketches in one place. However, their impact on design creativity, novelty, and concept evolution is not yet well understood. Here, we present a controlled human subjects study that assesses the influence of tablets (iPads) on concept novelty and evolution in the context of an engineering design concept generation exercise. We expect that iPad use will not influence concept novelty due to its similar speed of use as pen and paper sketching. We expect to see different patterns in concept evolution between the two types of tools, namely, that iPad users will demonstrate more iteration on a concept (concept evolution) than pen and paper users due to the fact that iPad features make it easy to copy and paste previous sketches and then modify them. We find that the tool used is not correlated with concept novelty. Additionally, we find no strong differences in overall concept evolution quantities between the two tools, though we see that iPad sketches exhibited more cases of consecutive concept evolution than nonconsecutive whereas paper and pen sketches showed an equal amount of both consecutive and nonconsecutive concept evolution. Results indicate that overall, iPads may not significantly inhibit designers’ creative skills and thus could be a reasonable replacement for pen and paper sketching, which has implications for both design education and practice.

Is it all about the Apps or the Device?: User experience and technology acceptance among iPad users

Abstract A longitudinal study of user experience and technology adoption was conducted with medical students using iPads for work and leisure over a six-month period. Measures of usability, ease of use, utility and hedonic qualities were taken for the iPad and downloaded applications. Usability and ease of use increased over the six months but hedonic quality did not. Quantitative and qualitative measures of utility, user experience and effectiveness were compared for the iPad and applications. Applications scored better on utility but not usability. All users continued to use their iPads and apps for learning and leisure. A follow-up study was carried out to compare medical students who had stopped using their iPads after the initial study period. Pre-use measures showed no differences between the adopter and non-adopter cohorts, but measures during use were significantly worse on all measures for non-adopters. The main reasons for rejections were lack of training, prior predisposition not to adopt new technology, and lack of motivation. Differences between the cohorts were more marked for applications than for the iPad measures, suggesting that application functionality was the key influence on technology adoption.

The Influence of iPads on Course Performance and Student Perceptions of Learning in Human Anatomy

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.

The Influence of iPads on Course Performance and Student Perceptions of Learning in Human Anatomy

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.

Feasibility and preliminary efficacy of remotely delivering cognitive training to people with schizophrenia using tablets

BackgroundLimited access to Cognitive Training (CT) for people with schizophrenia (SZ) prevents widespread adoption of this intervention. Delivering CT remotely via tablets may increase accessibility, improve scheduling flexibility, and diminish patient burden. MethodsIn this reanalysis of data from a larger trial of CT, we compared two samples of individuals with SZ who chose to complete 40h of CT either on desktop computers in the laboratory (N=33) or remotely via iPads (N=41). We examined attrition rates and adherence to training, and investigated whether remote iPad-based CT and in-person desktop-based CT induced significantly different improvements in cognitive and real-world functioning. ResultsThe attrition rate was 36.6%. On average, participants completed 3.06h of CT per week. There were no significant between-group differences in attrition and adherence to CT requirements. Participants who completed iPad-based CT were significantly younger and had lower symptoms at baseline compared to participants who completed CT on the lab desktops. Controlling for age and symptom severity, rANCOVA showed that iPad-based and desktop-based CT similarly and significantly improved verbal learning and problem solving. Main effects of time, at trend level significance, were evident in global cognition, verbal memory, quality of life, and social functioning. All group by time interactions were non-significant except for verbal memory, where iPad users showed greater gains. Within-group effect sizes for changes in outcomes were in the small range. ConclusionAlthough underpowered and not randomized, this study demonstrates that delivering CT remotely to people with SZ using tablets is feasible and results in retention rates, adherence, and cognitive and functional outcome improvements that are comparable to those observed when CT is delivered in the laboratory. This has important implications in terms of scalability and dissemination of CT. These results require confirmation in larger samples.

Tablets and TV Advertising: Understanding the Viewing Experience

ABSTRACTA paucity of work exists regarding how advertising fares on the growing technology of tablets. This study examines the processes and attitudes toward advertising while streaming TV and movie content on tablets, using the predictors of advertising avoidance, irritation, and skepticism. A survey of adult iPad users in the United States reveals that while ad avoidance did not differ between the iPad and television, ad irritation was significantly higher on the iPad. Further, whereas both ad skepticism and irritation were correlated with avoidance, it was irritation that was the predictor, not skepticism. Implications for the future of TV advertising on the iPad are discussed.

Assessment of the Apple iPad as a low-vision reading aid.

PurposeLow-vision clients frequently report having problems with reading. Using magnification, reading performance (as measured by reading speed) can be improved by up to 200%. Current magnification aids can be expensive or bulky; therefore, we explored if the Apple iPad offers comparable performance in improving reading speeds, in comparison with a closed-circuit television (CCTV) video magnifier, or other magnification devices.MethodsWe recruited 100 participants between the ages of 24-97 years, with low vision who were literate and cognitively capable, of whom 57 had age-related macular degeneration. To assess reading, participants read standardized iReST texts and were tested for comprehension. We compared reading speed on the Apple iPad (10 inch) with that of the CCTV, home magnification devices, and baseline measures.ResultsAll assistive devices improved reading rates in comparison to baseline (P<0.001, Hedge's g>1), however, there was no difference in improvement across devices (P>0.05, Hedge's g<0.1). When experience was taken into account, those with iPad experience read, on average, 30 words per minute faster than first time iPad users, whereas CCTV experience did not influence reading speed.ConclusionsIn our sample, the Apple iPad was as effective as currently used technologies for improving reading rates. Moreover, exposure to, and experience with the Apple iPad might increase reading speed with that device. A larger sample size, however, is needed to do subgroup analysis on who would optimally benefit from each type of magnification device.

Teachers of the Future in Digital Learning Environments

The iPad-education, or tablet education generally, is perhaps the most talked-about phenomenon in education at the moment. However, there are still only a few concrete researches on how the iPad is used in pre-service teacher training generally to re-new learning processes and environments in primary school environments. This article focuses on pre-service teachers´ manners of approach to use iPads in the beginning of Primary School Teacher studies in January 2015 in Adult Teacher Education in Kokkola University Consortium Chydenius. The first inquiry of the research project was carried out in January 2014 when the students had just received their personal iPads for their use. This article presents the results from the inquiry that was carried out in December 2015. The study results will indicate the starting level of students as both producers and consumers of information, from the point of view of iPad users. The project contains a three-stage research process, which monitors how the use of tablet computers in the contextual-pedagogical learning environments supports teaching and learning in the context of producing and consuming of technology.

The Teardown: Apple pencil

This peripheral won't be a must-have for all iPad users, but its elegant design proves powerful things can come in small packages.

기능적 편익과 심리적 편익이 소비자만족에 어떻게 영향을 미치는가 : 한국과 중국 iPad 사용자의 소비자만족을 중심으로

기능적 편익과 심리적 편익이 소비자만족에 어떻게 영향을 미치는가 : 한국과 중국 iPad 사용자의 소비자만족을 중심으로

Residents' and preceptors' perceptions of the use of the iPad for clinical teaching in a family medicine residency program.

BackgroundAs Family Medicine programs across Canada are transitioning into a competency-based curriculum, medical students and clinical teachers are increasingly incorporating tablet computers in their work and educational activities. The purpose of this pilot study was to identify how preceptors and residents use tablet computers to implement and adopt a new family medicine curriculum and to evaluate how they access applications (apps) through their tablet in an effort to support and enhance effective teaching and learning.MethodsResidents and preceptors (n = 25) from the Family Medicine program working at the Pembroke Regional Hospital in Ontario, Canada, were given iPads and training on how to use the device in clinical teaching and learning activities and how to access the online curriculum. Data regarding the use and perceived contribution of the iPads were collected through surveys and focus groups. This mixed methods research used analysis of survey responses to support the selection of questions for focus groups.ResultsReported results were categorized into: curriculum and assessment; ease of use; portability; apps and resources; and perceptions about the use of the iPad in teaching/learning setting. Most participants agreed on the importance of accessing curriculum resources through the iPad but recognized that these required enhancements to facilitate use. The iPad was considered to be more useful for activities involving output of information than for input. Participants’ responses regarding the ease of use of mobile technology were heterogeneous due to the diversity of computer proficiency across users. Residents had a slightly more favorable opinion regarding the iPad’s contribution to teaching/learning compared to preceptors.ConclusionsiPad’s interface should be fully enhanced to allow easy access to online curriculum and its built-in resources. The differences in computer proficiency level among users should be reduced by sharing knowledge through workshops led by more skillful iPad users. To facilitate collection of information through the iPad, the design of electronic data-input forms should consider the participants’ reported negative perceptions towards typing data through mobile devices. Technology deployment projects should gather sufficient evidence from pilot studies in order to guide efforts to adapt resources and infrastructure to relevant needs of Family Medicine teachers and learners.

The Effects of Using Touch-Screen Devices on Students’ Molecular Visualization and Representational Competence Skills

The impact of touch-screen technology on spatial cognitive skills as related to molecular geometries was assessed through 102 one-on-one interviews with undergraduate students. Participants were provided with either printed 2D ball-and-stick images of molecules or manipulable projections of 3D molecular structures on an iPad. Following a brief introduction to common molecular shapes, participants were assessed on their representational competence. In particular, learners were tested on their ability to match and construct molecular representations. Using the device for less than 15 min, iPad users exhibited increased ability to correctly identify related chemical representations relative to learners taught with a paper-based method. Even in the last stage of the experiment, without access to the iPad, a significant difference between the two populations was sustained, with iPad-based learners demonstrating significantly higher representational competence than learners using the paper-based method. These f...

The impact of mobile tablet devices on human information behaviour

Purpose – Mobile computing devices are a significant access point for information activities. Theories and models of human information behaviour have developed over several decades but have not considered the role of the user's computing device in digital information interactions. The purpose of this paper is to explore the information behaviours of young adults when they are given unlimited access to mobile tablet devices. Design/methodology/approach – As information tasks, behaviours and communities shift into digital environments, a researcher of these phenomena is required to mirror that movement with techniques that allow a full exploration of human behaviour and interaction in the online world. Following Kozinets (2009), “netnography” (ethnography in online communities) is applied in this study and all data are collected online from within a community of iPad users, established for the research purpose. Findings – This study reveals that access to mobile tablet devices creates significant shifts in the behaviours of young adults whose lives are immersed in digital information. Mobile tablet devices establish the potential for constant access to digital information and that opportunity is grasped by the participants in this research. Extensive use of mobile device applications or “apps” establishes a more selected and restricted view of information than that encountered in the open and expansive World Wide Web. Originality/value – This paper invites extension to human information behaviour theories and models to include a consideration of computing access device and of new mobility and constancy of access – all of which changes the circumstances and behaviour of the information actor.

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.