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Examining College Students' Perceptions of Ipad Usage on Motivation, Organization, and Cognitive Skills

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Examining College Students' Perceptions of Ipad Usage on Motivation, Organization, and Cognitive Skills EXAMINING COLLEGE STUDENTS’ PERCEPTIONS OF IPAD USAGE ON MOTIVATION, ORGANIZATION, AND COGNITIVE SKILLS Christopher J. Dyer A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of Master of Education August 2013 Committee: Dr. Nancy Patterson, Advisor Dr. Savilla Banister Dr. Tracy Huziak-Clark Dr. Timothy Murnen i ABSTRACT Dr. Nancy Patterson, Advisor This qualitative study sought to explore the impacts of iPads on college students in a one- to-one deployment program. More specifically, the researcher wanted to determine how the iPad impacted students’ cognitive skills, motivation to learn, and organization. The research question asked: “What are college students’ perceptions of how iPads impact their cognitive skills, motivation, and organization?” iPads were distributed to eight students in a Midwestern state college to use on a 24/7 basis within a one-to-one deployment program. These students were all enrolled in the same Introduction to Social Studies Education course taught by Dr. Benson. Students were allowed to use their iPads in other classes and at home as well. Data collection employed a triangulation format as proposed by Miles and Huberman (1984). The three types of data collection during the 10-week study included: 10 classroom observations, and journal responses and matrix fill-ins students had to complete on a biweekly basis. The data was analyzed according to Erickson’s model of coding (1985) and organized in regards to the three main themes from the research question. The coded data made it clear that students saw a clear improvement in their organization and cognitive skills because of the iPad. Specifically they enjoyed being able to keep their class materials in one location and the positive impacts on their cognitive skills. Students reported an initial increase in their motivation, but those feelings did not remain constant through the entirety of the study. These results should serve as a starting point for discussion about the relevance and effectiveness of one-to-one iPad deployment programs in college environments. ii ACKNOWLEDGEMENTS Thank you to my committee for their patience, wisdom, and gentle, yet firm approach to advising me through the thesis process. Drs. Patterson, Banister, Huziak-Clark, and Murnen were the reasons I was able to persevere, laugh, organize, and wisely edit, respectively, during the countless hours of research and production. I remain extremely grateful for your contributions and assistance, yet equally value the friendships I have formed with you all over the course of this study. iii TABLE OF CONTENTS Page CHAPTER ONE: INTRODUCTION ................................................................................ 1 Study Background .................................................................................................. 1 Statement of Purpose .............................................................................................. 2 Limitations ............................................................................................................ 3 Definition of Terms ................................................................................................. 4 Summary of Chapters ............................................................................................. 6 CHAPTER TWO: REVIEW OF LITERATURE ........................................................... 7 Introduction ............................................................................................................ 7 Increase in Mobile Devices ..................................................................................... 7 Increased tablet usage in schools ............................................................... 8 Increased iPad usage in schools .................................................................. 10 Studies and Outcomes of iPad Deployment .......................................................... 12 Student and teacher reaction to iPads ...................................................... 13 iPad Impacts on Student Motivation, Cognitive Skills, and Organization ........ 16 Conclusion ............................................................................................................ 18 CHAPTER THREE: RESEACH METHODS .................................................................. 19 Introduction ............................................................................................................ 19 The Study ............................................................................................................ 19 Qualitative research methods .................................................................... 19 Context and participants ............................................................................ 23 iv Data collection ............................................................................................. 27 Data analysis ................................................................................................ 30 Conclusion ............................................................................................................ 34 CHAPTER FOUR: RESULTS ........................................................................................... 36 Introduction ............................................................................................................ 36 Student Organization .............................................................................................. 37 Overall response .......................................................................................... 37 Bundling ....................................................................................................... 39 Easy access to class materials ..................................................................... 42 Transferability of class materials to other devices ................................... 43 Reminders and alerts .................................................................................. 44 Cognitive Skills ........................................................................................................ 46 Overall response .......................................................................................... 46 Attention ...................................................................................................... 48 Memory ........................................................................................................ 49 Auditory and visual processing .................................................................. 50 Processing speed .......................................................................................... 51 Logic and reasoning .................................................................................... 52 Student Motivation ................................................................................................. 53 Overall response .......................................................................................... 53 Transportability, mobility, and user-friendly attributes ......................... 56 Novel and fun ............................................................................................... 57 v Problems with ubiquity .............................................................................. 58 Conclusion ............................................................................................................ 60 CHAPTER FIVE: DISCUSSION AND IMPLICATIONS .............................................. 62 Introduction ............................................................................................................ 62 Discussion ............................................................................................................ 62 iOS and PC devices ..................................................................................... 64 Staying on task ............................................................................................ 65 Implications ............................................................................................................ 67 For the researcher as teacher ..................................................................... 67 Professors/teachers ..................................................................................... 70 Technology coordinators ............................................................................ 71 Future research ........................................................................................... 72 REFERENCES ........................................................................................................... 75 APPENDIX A. STUDENT RECRUITMENT EMAIL .................................................. 82 APPENDIX B. INFORMED CONSENT FORM ........................................................... 84 APPENDIX C. OBSERVATION PROTOCOL ............................................................... 87 APPENDIX D. DATES AND COMPLETION RATES FOR JR’S AND MFI’S .......... 90 APPENDIX E. APPS DOWNLOADED FOR RECREATIONAL USE TABLE .......... 92 APPENDIX F. APPS USED/DOWNLOADED PER FRAMEWORK CATEGORY ... 94 vi LIST OF FIGURES/TABLES Figure/Table Page 1 Participants by Demographics ................................................................................. 26 2 Blank Matrix Fill-in .................................................................................................. 28 3 Journal
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