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Personal Technology in the Classroom: Evaluating Student Learning, Attention, and Satisfaction

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Title: Personal Technology in the Classroom: Evaluating Student Learning, Attention, and Satisfaction
Language: English
Authors: Iluzada, Christina Long, Wakefield, Robin L., Alford, Allison M.
Source: Journal of Effective Teaching in Higher Education. Fall 2021 4(3):111-131.
Availability: Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Peer Reviewed: Y
Page Count: 21
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Student Attitudes, Handheld Devices, Laptop Computers, Classroom Environment, Student Satisfaction, Attention, Policy, Cognitive Processes, Attention Control, Classroom Techniques, Preferences, Technology Uses in Education
ISSN: 2578-7608
Abstract: College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1338369
Database: ERIC
FullText Text:
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  Data: Personal Technology in the Classroom: Evaluating Student Learning, Attention, and Satisfaction
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Effective+Teaching+in+Higher+Education%22"><i>Journal of Effective Teaching in Higher Education</i></searchLink>. Fall 2021 4(3):111-131.
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  Data: Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
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  Data: College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.
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  Data: EJ1338369
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      – Text: English
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      Pagination:
        PageCount: 21
        StartPage: 111
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Handheld Devices
        Type: general
      – SubjectFull: Laptop Computers
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      – SubjectFull: Classroom Environment
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Attention
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      – SubjectFull: Policy
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      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Attention Control
        Type: general
      – SubjectFull: Classroom Techniques
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      – SubjectFull: Preferences
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      – SubjectFull: Technology Uses in Education
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      – TitleFull: Personal Technology in the Classroom: Evaluating Student Learning, Attention, and Satisfaction
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