Last week, Inside HigherEd reported on this study (by Susan Payne Carter, Kyle Greenberg, and Michael Walker), which shows, once again, that students who use laptops in classrooms do not perform as well as students without laptops. Steve Krause wrote about the study a few days ago, wondering what might happen in a laptop-mandated classroom as opposed to a laptop-banned one.
I had a similar response to this study and the growing number of such studies. This study, like many of its kind, finds that students who have laptops in their lecture classes do not perform as well on multiple-choice tests at the end of the semester. There are many possible reasons for this, as the study explains:
There are at least a few channels through which computer usage could affect students. First, students who are using their tablet or computer may be surfing the Internet, checking email, messaging with friends, or even completing homework for that class or another class. All of these activities could draw a student’s attention away from the class, resulting in a lower understanding of the material. Second, Mueller and Oppenheimer (2014) find that students required to use computers are not as effective at taking notes as students required to use pen and paper, which could also lower test scores. Third, professors might change their behavior – either teaching differently to the whole class or interacting differently to students who are on their computer or tablet relative to how they would have otherwise. Regardless of the mechanism, our results indicate that students perform worse when personal computing technology is available.
My first response, actually, was to suggest that someone might conduct a different study wherein the students who brought laptops to class were also allowed to use them during the multiple-choice final. It’s only a guess, but I would think that having access to the Internet (and presumably e-book version of course materials) could substantially improve their performance. But really that’s only a hypothesis, and probably one would see better results if some direct instruction in finding good information was included. Of course such a study would seem counterintuitive as the presumed objective of a course is for students to “internalize” knowledge, i.e., for them to know it without reliance on notes, books, computers, or whatever. As we know, there are historical but ultimately arbitrary reasons for defining “knowing” in this way.
Continue reading laptops, classrooms, and matters of electrate concern