The Impact of a Technology Ban on Students’ Perceptions and Performance in Introduction to Psychology

Abstract

To test the impact of the implementation of technology bans on students’ experience within a course, we collected data from four sections of Introduction to Psychology at a small liberal arts college in the northeast. In two sections, students were banned from using personal technology devices during lecture. In the other two sections, students were permitted to use personal technology devices freely during lecture. We found a significant reduction in student engagement but not in reported interest in psychology or perceived professor–student rapport for students in the technology-ban condition relative to students in the technology-permitted condition. In contrast to previous studies, we found no difference in final grade performance across condition. Although further research is needed, these results suggest that instructors should consider the composition of students in their course prior to implementing a technology ban in the classroom.

The impact of classroom seating location and computer use on student academic performance

“…While neighbor distraction alone may not encourage students to engage in cyberloafing, it may increase the perception of in-class norms and thus cause more students to engage in this behaviour. The use of laptops may also have other deleterious effects, such as a decrease in student engagement in class [24], and the contribution to inefficient study habits [18].…”

Students’ use of information and communication technologies in the classroom: Uses, restriction, and integration

“…Elliott-Dorans reported that students who were banned from using their laptops had lower class attendance and lower grades on both papers/coursework and examinations, across both semesters, compared to students who were permitted to use their laptops. In another study by Hutcheon et al (2019), students in two sections of a course were allowed to use ICTs in the classroom, whereas those in two other sections were banned from using their ICTs. They found no significant differences between the two groups on students' exam grades, professor-student rapport, or interest in the course.…”

‘I felt a new connection between my fingers and brain’: a thematic analysis of student reflections on the use of pen and paper during lectures

“…Research on laptop use during lectures explored the relation between laptop use, multitasking, student attention, and performance. Laptops are widely used by students for note-taking and their effects have been debated widely, with some lecturers calling for an outright ban on laptops in the lecture room (Elliott-Dorans 2018;Fink 2010;Hutcheon, Lian, and Richard 2019;Young 2006). In an analysis of student surveys, Fried (2008) found that 78 of the 128 students used a laptop during the lectures and that 81% of these students checked their email during lectures, 68% used instant messaging, 43% surfed the net, 25% played games and 35% did 'other things' (910).…”