Analysis of the Advantages of Using Tablet PC in e-Learning

Ando, Moritoshi; Ueno, Maomi

doi:10.1109/icalt.2010.42

Cited by 8 publications

(9 citation statements)

References 2 publications

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“…This result is inconsistent with the results of Ando and Ueno's (2010) study. This may be due to the difference in methodology between our study and their study: Ando and Ueno (2010) allowed the participants to take notes on-screen, which can be expected to promote memory retention.…”

Section: Discussioncontrasting

confidence: 57%

“…The effect of ICT on memory retention was investigated in 1998 by Dede, suggesting that "the use of computers in education can generally help to improve memory retention" (as cited in Wheeler, 2001: p. 8). Ando and Ueno (2010) suggested, on the basis of a fairly complex study, that the use of tablet PCs could improve students' memory retention; specifically, they found that memory retention was improved when participants reading material on a personal computer used a pen tablet PC to take notes. Gasparini and Culén (2012) found that when using an iPad both children with and without prior reading difficulties showed a slight improvement in memory retention after reading a text, although the sample size in that study was quite small.…”

Section: Introductionmentioning

confidence: 99%

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Does a Creative Learning Medium Matter? Impact of Low Cost Android Tablets on Elementary Students’ English Comprehension, Perceived Performance and Memory Retention

El-Mouelhy¹,

Poon²,

Hui³

et al. 2013

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Introduction: Android tablet is a relatively newer and cheaper portal electronic device that can be used as a creative learning tool in elementary school setting compared with laptop. However, the effect of Android tablet on students' learning performance has been rarely studied. Before encouraging schools to implant Android tablet in teaching process, it should be ensured that tablet should at least do no harm on students' academic performance. This research aims to investigate the impact of an innovative medium-a low cost Android tablet versus paper-on elementary students' reading comprehension, perceived comprehension performance, and memory retention, and discuss about the implication of the finding and future directions. Method: In Study 1, 18 fourth-graders and 36 sixth-graders read 2 grade-appropriate passages on either a tablet or paper and completed related comprehension tests, then assessed their perceived performance. In Study 2, 16 first-graders attempted to memorize 25 pictures displayed on tablets while another 12 first-graders attempted to memorize 25 pictures displayed on paper. After 1 minute filler activity, participants were shown 50 pictures and asked to identify those they had attempted to memorize. Results: In Study 1, results showed that fourth-graders comprehended better when reading on paper, whereas sixth-graders scored similarly on both media. An interaction effect between "medium" and "gender" was found in the perceived performance of fourth-graders, with boys reporting higher perceived performance when using tablets. In Study 2, first-graders experienced better memory retention when they viewed pictures on paper. Conclusion: The introduction of Android tablets in the classroom did not have a significant negative impact on sixth-graders' reading comprehension. However, some caution is required when introducing tablets to first-graders and fourth-graders because of the negative effect found in this study. It should also be noted that the use of tablets may enhance the confidence of grade 4 boys during comprehension tasks, but the confidence of grade 4 girls engaged in the same activities may be deteriorated.

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Section: Discussioncontrasting

confidence: 57%

Section: Introductionmentioning

confidence: 99%

Does a Creative Learning Medium Matter? Impact of Low Cost Android Tablets on Elementary Students’ English Comprehension, Perceived Performance and Memory Retention

El-Mouelhy¹,

Poon²,

Hui³

et al. 2013

View full text Add to dashboard Cite

show abstract

“…In related studies, Ando and Ueno (2010) indicated the use of tablets enabled focused concentration on presented content, helped reduce extraneous cognitive load imposed by making annotations, improved comprehension and memory retention, and enabled efficient note-taking. All of these improvements relate directly to student learning strategies.…”

Section: Theoretical Origins and Hypothesesmentioning

confidence: 99%

Exploring Effects of Media Type and Delivery Technology on Facilitating Critical Thinking Among College Students

Reychav

Warkentin

McHaney

2015

Journal of Educational Technology Systems

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The current study examines the impact of new media, specifically the introduction of tablets, on student learning. Student groups were asked to build learning materials on either personal computers (PCs) or tablets. The study further investigated building this material in video and text forms. The results were analyzed using a repeatedmeasures analysis of variance. Tablet use lead to superior outcomes, but this result was conditional on critical thinking stage. For instance, tablet use resulted in better outcomes in the fourth (evaluation) stage of critical thinking. In the first three and fifth stages of critical thinking, tablets provided no significant advantage over PCs. From a learning strategies perspective, tablets lead to more employment of all three strategies investigated: elaboration, rehearsal, and organization. In terms of media type, video presentation was more effective in the first stage of critical thinking (problem identification), while text worked better in the fourth stage of the process (evaluation).

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“…Ando et al [1], Nozaki et al [25], and Kishi et al [11] analyzed the effect of using tablet PCs for making annotations during e-learning, such as underlining or note-taking, and found that students take meaningful notes freely in this environment. These studies focused on the effect of the interactions between humans, and between a human and the learning material.…”

Section: Related Workmentioning

confidence: 99%

“…As depicted in Fig. 2, the method can be implemented by (1) extracting the relationships between all slides in a presentation in terms of a user query (shown on the left side in Fig. 2), and (2) generating snippets for target slides that present the relevant portions of the target slides satisfying the query, based on easily understandable relationships between the target and other slides (shown as the right side in Fig.…”

Section: Introductionmentioning

confidence: 99%

A Browsing Method for Presentation Slides Based on Semantic Relations and Document Structure for e-Learning

Wang

Sumiya

2012

Journal of Information Processing

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Currently, many universities use Web services, such as SlideShare and edubase, to store presentation files. These files provide varying levels of knowledge, and are useful and valuable to students. However, self-learners retrieving such files still lack support in identifying which slides meet their specific needs. This is because, amongst presentation files intended for different levels of expertise, it is difficult to understand the context, and thus identify relevant information, of a user query in a slide. We describe a novel browsing method for e-learning by generating snippets for target slides. For this, we consider the relevant information between slides and identify the portions of the slides that are relevant to the query. By analyzing the keyword conceptual structure on the basis of semantic relations, and the document structure on the basis of the indent levels in the slides, not only can target slides be precisely retrieved, but their relevant portions can also be brought to the attention of the user. This is done by focusing on portions from either detailed or generalized slides at the conceptual level; this gives the surrounding context to help users easily determine which slides are useful. We also present a prototype system and the results of an evaluation of its effectiveness.

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Analysis of the Advantages of Using Tablet PC in e-Learning

Cited by 8 publications

References 2 publications

Does a Creative Learning Medium Matter? Impact of Low Cost Android Tablets on Elementary Students’ English Comprehension, Perceived Performance and Memory Retention

Does a Creative Learning Medium Matter? Impact of Low Cost Android Tablets on Elementary Students’ English Comprehension, Perceived Performance and Memory Retention

Exploring Effects of Media Type and Delivery Technology on Facilitating Critical Thinking Among College Students

A Browsing Method for Presentation Slides Based on Semantic Relations and Document Structure for e-Learning

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