Exploring user experience of digital pen and tablet technology for learning chemistry: applying an activity theory lens

Abstract

Mobile learning technologies are spreading rapidly in educational institutions throughout the world. Although research findings concerning the efficacy of mobile technologies for improving student outcomes are generally promising, there are still significant gaps in the research literature, particularly data from direct observational studies. This empirical investigation focused on how students made use of tablet devices and digital pens for learning Chemistry in an undergraduate university course. Observational data in the form of videos and static images, as well as, interview responses, were the main sources of data collected for the study. Activity theory was employed as the guiding theoretical framework to analyse and interpret the data. Several themes emerged from the data analyses, including the affordances of digital pen technology for facilitating reflective thinking, flexibility, peer collaboration, emerging learning and focused learning. It was also found that the use of these mobile technologies was contextualized, dependent on individual differences, and had challenges, for example, there was limited synchronicity between the operational design of the mobile devices and natural human movement. One of the main implications of the research is that when higher education institutions consider the potential benefits and challenges associated with mobile technologies they should take account of the interactions that occur between components within a system including, students, technological devices, and emerging learning processes.

The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools

“…Some research has pointed out that learning innovation has been developed to promote higher order thinking skills (e.g., critical thinking, problem solving, creative thinking and critical thinking) by applying theoretical principles into practice and combining with media features. There are the learning environments, skill sets, multimedia, online lessons and mobile learning ( Hong et al., 2000 ; Hwang et al., 2018 ; Ku and Ho, 2010 ; Lee et al., 2004 , 2021 ; Pedaste and Sarapuu, 2006 ; Perschbach, 2006 ; Prahani et al., 2020 ; Saido et al., 2018 ; Strycker, 2020 ; Torres and Cano, 1995 ; Uribe et al., 2003 ; Wang et al., 2009 ; Whittington, 2000 ). However, there is no educational institution promoting knowledge formation and higher order thinking skills based on the social and culture context, and the integration of local wisdom into courses to enable learners to learn and connect, then contribute to the sustainable creation of new knowledge.…”

Exploring Students’ Increased Use of Tablets After Taking Online Courses During the COVID-19 Lockdown

“…At this point, the proper strategy to align tablets within the academic programs and workflows also remains to be specified (Nguyen et al, 2015). Still, lectures may do not know how to apply the tablet devices effectively in teaching activities or may not be fully conscious of their affordances for educational use, especially without beneficial preconditions, such as supportive policies launched by educational institutions and sufficient knowledge about integrating tablets with course content (Fernandez & Mammen, 2020;Lee et al, 2021;Roblin et al, 2018). Also, the learning outcome associated with tablet use is still inconclusive, a dearth of empirical research on its potential effect on learning, particularly among higher education students (Fernandez & Mammen, 2020;Nguyen et al, 2015;Wakefield et al, 2018).…”

“…The touch screen is praised for being user-friendly and ergonomically convenient. While equipped with a digital pen, tablet devices can even reduce students' cognitive load and allow retaining information in an easier way (Haßler et al, 2016;Lee et al, 2021). Documentation is also reported enhanced with the use of tablet devices (Zhang & Nouri, 2018).…”

“…Documentation is also reported enhanced with the use of tablet devices (Zhang & Nouri, 2018). However, reviews rarely focus on digital pens when studying tablet devices (Lee et al, 2021). Also, it was reported that the tactile feature of tablets might draw more attention from kinesthetic learners (Devey et al, 2012), revealing a possible inherent difference among different students.…”

“…Furthermore, it is also believed that severe gaps exist in this field of research, where the empirical studies carried out in developed countries are predominant (Fernandez & Mammen, 2020), whose results can differ in other developing economies, considering the different socioeconomic backgrounds and development levels of education. For instance, Lee et al (2021) studied how undergraduate students made use of tablet devices and digital pens for learning Chemistry in an Australian university; Sage et al (2019) compared 120 American college students' learning experiences on print and digital readings, which were found to be highly similar; A study focused on 177 first-year British university students' choice of device to access to video lectures carried by Namuddu and Watts (2020) demonstrated that the preference for using tablets lasted only a few months; A mixed-methods study, which involved 292 first-year composition students and 46 instructors at a North-American research university, suggested that offering tablets and implementing a digitized curriculum could facilitate several positive outcomes (Hembrough & Jordan, 2020). Nevertheless, while these studies have discussed the application of tablets in teaching practice and the effect and outcome of their use, all the interventions were created based on the provision of devices, which is not practical to realize in many developing countries, and this also may not reflect students' natural preference or spontaneous use.…”