A three year longitudinal study of mobile technology and analysis of the impact on a STEM-based course

Abstract

We have progressively advanced student use of Apple iPads within introduction to engineering courses at The University of Texas at El Paso (UTEP). We report the findings of our analysis of three consecutive years of iPad use. The blossoming use of iPads and the pervasive student use of technology increase the pertinence of this study. K-12 and college classroom use of technology is increasing rapidly. These technological tools provide balance between cost, functionality and portability. This has caused a paradigm shift in the use of computing devices for mainstream course applications. Presently, our analysis reflects the results from studying the impact of iPad use on students' academic performance. This has been achieved using a subset of course objectives for a first year introductory engineering course at UTEP. The inherent focus is on student perceived value and learning impact (comprehension of learning outcomes). An iPad was provided to students along with focused activities to gauge differences in comprehension of learning outcomes. Student perceived value of using an iPad for a class was also measured, tested and re-evaluated within a learning environment featuring 21st century demographics for the science, technology, engineering, and mathematics fields (STEM). The effect of iPad inclusion in the STEM classrooms was focused on two key indicators: (1) academic impact and (2) student perceived value. Student perceived value was measured via a student attitudinal survey (Likert scale) and completed prior to and subsequent to iPad technology utilization and managed through an independent third-party testing entity. The perceived value pre-survey was done prior to students having knowledge that they were going to be receiving iPads for use in the 14-week course. The assessment for the comprehension component of the study focused on four cohorts of students. All cohorts of students were taught the same way from the commencement of the semester until the time of the first course exam. This was done to limit and account for the possible variance of class grades. At the beginning of week seven, iPads were then introduced and provided for the second, third and fourth cohort of students. The usage of the iPad in class assignments was focused on maximizing the impact of student learning in the following class areas: class assignments, homework, quizzes and exams. Variance between the cohorts was assessed as part of the second and third semester exams. Three years of results enabling longitudinal comparison is now possible. This research project has yielded data in a field that has not been previously explored within the associated demographic environment. The data gathered on the comprehension and student perceived value of iPad use in the classroom has been analyzed and very interesting results are presented within this paper, including grade trends based on the nature of the technology-student interaction and student perception trends before and after using the technology. Continuous quality improvement of the instruments and use is included.