Impact of tablet PCs on learning outcomes in a classroom environment

Javed, Yasir; Samara, Khalid

doi:10.1504/ijlt.2019.100613

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…The authors suggest that a thoughtful integration of technology, grounded in an understanding of its advantages and limitations, can significantly impact students' psychological and educational performance. Javed and Samara (2019) conducted a quasi-experimental study to assess the impact of tablet PCs on learning outcomes in classroom settings. Their findings indicate that students who utilized tablet PCs exhibited better learning outcomes compared to those who did not use these devices.…”

Section: Impact On Learning Outcomesmentioning

confidence: 99%

Evaluating the impact of educational technology on learning outcomes in the higher education sector: a systematic review

Olateju Temitope Akintayo,

Chima Abimbola Eden,

Oyebola Olusola Ayeni

et al. 2024

Int. j. manag. entrep. res

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This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes. Keywords: Educational Technology, Learning Outcomes, Higher Education, Digital Divide, Accessibility, Equity, Blended Learning, Virtual Reality, Artificial Intelligence, Mobile Learning, Pedagogical Approaches, Professional Development, Strategic Integration.

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Section: Impact On Learning Outcomesmentioning

confidence: 99%

Evaluating the impact of educational technology on learning outcomes in the higher education sector: a systematic review

Olateju Temitope Akintayo,

Chima Abimbola Eden,

Oyebola Olusola Ayeni

et al. 2024

Int. j. manag. entrep. res

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“…Respecto a la evidencia del uso de aplicaciones en el aprendizaje, se observa un impacto significativo en la adquisición de conocimientos generales (Javed y Samara, 2019). En el aprendizaje de inglés, se ha mostrado que el uso de aplicaciones favorece mayores logros y reducción de ansiedad en el aprendizaje (Cheng y Chen, 2019).…”

Section: Estudios Cuasiexperimentalesunclassified

Smartphones y Tablets, desarrollo psicológico y aprendizaje infantil: una revisión sistemática

Franz-Torres¹,

López-Cruz²

2023

Rev. Psicol. Educ

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Background: This systematic review examines the current evidence on the use of smartphones and tablets (SP&T) in children, as growing interest has been generated to verify its impact on different aspects of psychological development and learning. Method: a search of articles was carried out in the EBSCO, Pubmed, Science Direct, Scopus, and Web of Science databases. A sample of 42 articles that met the inclusion and exclusion criteria was selected. Content analysis was performed, extracting information on the participants' ages, types of devices, intervention materials, and independent/dependent variables. Results: there is scientific evidence of positive associations between the use of mobile applications and the development of key cognitive skills for learning (mathematical skills, literacy, languages) and socio-emotional skills (anxiety reduction), as well as negative associations between screen time, sleep quality, and health. Conclusions: it is concluded that, despite the evidence found in this review, research on this subject should still continue, considering different methodological approaches, as it is a broad and multidimensional subject.Antecedentes: En esta revisión sistemática se investiga la evidencia actual sobre el uso de smartphones y tablets (SP&T) en niños, ya que se ha generado un creciente interés en constatar su impacto en diferentes aspectos del desarrollo psicológico y el aprendizaje. Método: se realizó una búsqueda de artículos en las bases de datos EBSCO, Pubmed, Science Direct, Scopus y Web of Science. Se seleccionaron 42 artículos que cumplían con los criterios de inclusión y exclusión. Se realizó un análisis de contenido extrayendo información sobre edades de las/os participantes, tipos de dispositivos, materiales de intervención y variables independientes/dependientes. Resultados: se muestra evidencia científica sobre asociaciones positivas entre el uso de aplicaciones móviles y el desarrollo de habilidades cognitivas claves para el aprendizaje (habilidades matemáticas, lectoescritura, idiomas) y habilidades socioemocionales (reducción de ansiedad), así como asociaciones negativas entre tiempo de pantalla, calidad del sueño y salud. Conclusiones: se concluye que a pesar de la evidencia mostrada en esta revisión aún se debe seguir investigando en esta temática considerando diferentes aproximaciones metodológicas, ya que es una materia amplia y multidimensional.

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“…While TBLT and VLEs have shown potential in improving language learning outcomes, there are mixed results regarding the effectiveness of mobile technology devices in language learning. Some studies have reported positive effects of tablet use on various aspects of student learning, including learning outcomes, reading, literacy, phonological awareness, vocabulary, and writing skills (Aliagas & Margallo 2017;Dunn & Sweeney 2018;Javed & Samara 2019;Zhang & Quinn 2020). However, other studies have reported negative results in terms of learning achievement, participation, and knowledge comprehension (Aspiranti et al 2022;Zhu & Levesque 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Can a Virtual Task-Based Language Learning Environment Enhance Pre-Service Teachers’ Performance? Comparing Non- and Users of iPad

Wiboolyasarin

2023

Journal of Interactive Media in Education

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The integration of task-based language teaching (TBLT) and virtual learning environments (VLEs) has shown potential in improving students' learning outcomes. However, mixed results suggest that further investigation is needed to determine the most effective use of mobile technology devices in language learning. This study aims to contribute to the growing body of literature on the effectiveness of VLEs by exploring the use of a Virtual Task-Based Language Learning Environment (VTLLE) in teacher preparation programmes, specifically using an iPad in Thailand. The study was conducted using a mixed-methods approach. First, a survey was administered to 523 student teachers, and the data was analysed using exploratory factor analysis to identify key factors for an effective VTLLE. Based on the survey results, a sample of 88 students from three Bangkok-based universities participated in a 12-week trial of the VTLLE. The results of the study revealed that there was a statistically significant difference between pre-and post-test scores for the use of Thai, English for communication, and digital technology for education for the students using the VTLLE. However, there was no statistically significant difference in academic performance between students who studied with an iPad and those who did not. These findings suggest that the VTLLE was effective in improving language learning outcomes, but that the specific device used did not significantly impact academic performance. The study provides important insight for educators and practitioners who aim to use VLEs in teacher preparation programmes. By identifying key factors for an effective VTLLE, the study offers practical recommendations for the design and implementation of technology-enhanced language learning environments.

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Impact of tablet PCs on learning outcomes in a classroom environment

Cited by 4 publications

References 11 publications

Evaluating the impact of educational technology on learning outcomes in the higher education sector: a systematic review

Evaluating the impact of educational technology on learning outcomes in the higher education sector: a systematic review

Smartphones y Tablets, desarrollo psicológico y aprendizaje infantil: una revisión sistemática

Can a Virtual Task-Based Language Learning Environment Enhance Pre-Service Teachers’ Performance? Comparing Non- and Users of iPad

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