Canadian university students in wireless classrooms: What do they do on their laptops and does it really matter?
Canadian university students in wireless classrooms: What do they do on their laptops and does it really matter?
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DOI：
10.1016/j.compedu.2013.08.019
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发表时间：
2014-01-01
影响因子：
12
通讯作者：
Gareau, Alexandre
中科院分区：
文献类型：
--
作者：
Gaudreau, Patrick;Miranda, Dave;Gareau, Alexandre
研究人员进行了两项研究，以考察本科生上课期间在笔记本电脑上做什么，以及笔记本电脑使用行为与学业成功之间的关联程度。在研究一中，来自加拿大一所大学的1129名学生样本完成了一项调查，测量了课堂时间笔记本电脑发出的典型行为。因素分析结果表明，笔记本电脑使用行为可以分为两个维度：与学校相关的笔记本电脑使用行为和与学校无关的笔记本电脑使用行为。与学校无关的笔记本电脑行为与自我报告的学习成绩和满意度水平显著相关。与学校有关的笔记本电脑行为与学业满意度呈正相关。这些结果在校园内的不同学院中是不变的。在研究2中，另一个样本88名学生被招募来检验笔记本电脑行为与学期末平均成绩之间的纵向联系。研究2的结果表明，即使在控制了一系列潜在的混杂影响(即自我调节失败、动机缺失、无组织学习、网瘾和学校醒悟)之后，与学校无关的笔记本电脑行为也与较低的学期平均成绩有关。总体而言，这些结果在理论上提供了重要的支持，表明课堂上笔记本电脑的使用是一种独特的当代学习方式，不应该被视为一种偶然现象，仅仅是对其他心理影响的来源负责和减少。(C)2013年提交人。爱思唯尔有限公司出版。保留所有权利。
Two studies were conducted to examine what undergraduate students do on their laptops during class time and the extent to which laptop usage behaviors are associated with academic success. In Study I, a sample of 1129 students from a Canadian university completed a survey measuring prototypical behaviors emitted on laptops during class time. Results of factor analyses indicated that laptop behaviors can be regrouped in two dimensions: School related and school unrelated laptop utilization. School unrelated laptop behaviors were significantly associated with lower levels of self-reported academic achievement and satisfaction. School related laptop behaviors were positively associated with academic satisfaction. These results were invariant across different faculties on campus. In Study 2, another sample of 88 students was recruited to examine the longitudinal association between laptop behaviors and semester grade point average obtained at the end of the semester. Results of Study 2 showed that school unrelated laptop behaviors were prospectively associated with lower semester grade point average, even after controlling for a series of potentially confounding influences (i.e., self-regulation failure, motivational deficit, disorganized learning, internet addiction, and school disenchantment). Overall, these results provide theoretically important support to suggest that in-class laptop utilization is a unique and contemporary mode of learning that should not be treated as an epiphenomenon merely accountable and reducible to other sources of psychological influences. (C) 2013 The Authors. Published by Elsevier Ltd. All rights reserved.