Will Handheld Computers Succeed in College?

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Will Handheld Will Handheld Computers Succeed in Computers Succeed in College? College? David W. Johnson David W. Johnson Derek Rudd Derek Rudd Utah Valley State College Utah Valley State College

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Will Handheld Computers Succeed in College?. David W. Johnson Derek Rudd Utah Valley State College. Motivation for Research. Continuing Research Agenda: PDAs in Education Need for Hands-on Classroom Experimentation Availability of Devices Student Research Goal Test PDA SW and HW Add-ons. - PowerPoint PPT Presentation

Transcript of Will Handheld Computers Succeed in College?

Page 1: Will Handheld Computers Succeed in College?

Will Handheld Computers Will Handheld Computers Succeed in College?Succeed in College?

David W. JohnsonDavid W. Johnson

Derek RuddDerek Rudd

Utah Valley State CollegeUtah Valley State College

Page 2: Will Handheld Computers Succeed in College?

Motivation for ResearchMotivation for Research

• Continuing Research Agenda: PDAs Continuing Research Agenda: PDAs in Educationin Education

• Need for Hands-on Classroom Need for Hands-on Classroom ExperimentationExperimentation

• Availability of DevicesAvailability of Devices

• Student Research GoalStudent Research Goal

• Test PDA SW and HW Add-onsTest PDA SW and HW Add-ons

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The ClassThe Class

• Senior LevelSenior Level

• Computer Supported Cooperative WorkComputer Supported Cooperative Work

• Students given loaner Dell PDA with Students given loaner Dell PDA with Wireless Network CardWireless Network Card

• Five KeyboardsFive Keyboards

• Use as a Potential Aid in Course WorkUse as a Potential Aid in Course Work

• Group Research Projects re. PDAGroup Research Projects re. PDA

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ProjectsProjects

• Extent of PDA Usage in Local SchoolsExtent of PDA Usage in Local Schools

• Use of Networked PDAsUse of Networked PDAs

• Use of PDAs in Medical EducationUse of PDAs in Medical Education

• PDA Software to Support LearningPDA Software to Support Learning

• Use of E-content on PDAs and the Use of E-content on PDAs and the Retention of LearningRetention of Learning

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Background for Group Background for Group ProjectProject

•All our class members were All our class members were given PDA’s to use to help given PDA’s to use to help with our class work.with our class work.

•Our group became very Our group became very curious about the curious about the effectiveness of reading e-effectiveness of reading e-text on a PDA for learning.text on a PDA for learning.

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ExperimentExperiment

• Our experiment was to randomly assign Our experiment was to randomly assign half of the students in a class to read half of the students in a class to read certain course material using e-text on a certain course material using e-text on a PDA and the other half to read the same PDA and the other half to read the same material on paper. We then administered material on paper. We then administered a brief exam to test all students reading a brief exam to test all students reading comprehension and retention. comprehension and retention.

• Following the exam we also administered Following the exam we also administered a PDA Usage Survey to those students a PDA Usage Survey to those students who had used a PDA in the experiment.who had used a PDA in the experiment.

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HypothesisHypothesis

• Our hypothesis was that there would Our hypothesis was that there would be no difference in reading be no difference in reading comprehension/retention between comprehension/retention between using e-text on a PDA and reading using e-text on a PDA and reading the same material on paper. the same material on paper.

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Classes SampledClasses Sampled• The three middle school classes were all The three middle school classes were all

history classes, and their article dealt with history classes, and their article dealt with Lewis & Clark. Lewis & Clark.

• The high school class was a finance class, The high school class was a finance class, and their article dealt with inappropriate and their article dealt with inappropriate activities by Enron executives. activities by Enron executives.

• The college class was an information The college class was an information technology class, and their article dealt with technology class, and their article dealt with an educational technology called MUDs & an educational technology called MUDs & MOOs. MOOs.

• Teachers were present and helped set-up Teachers were present and helped set-up and perform the experimentation. and perform the experimentation.

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Human ObservationsHuman Observations

• Students were very excited. Students were very excited.

• Use PDAs for a year as a school Use PDAs for a year as a school experiment experiment

• Not want to give the PDA backNot want to give the PDA back

• Save the school district moneySave the school district money

• Save millions of trees Save millions of trees

• ““Yeah, I’ll trade the mitt for a Yeah, I’ll trade the mitt for a PDA.”PDA.”

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ResultsResults

SchoolSchool StatisticStatistic PDAPDA ReadersReaders

Paper Paper ReadersReaders

Middle Middle SchoolSchool

MeanMeanMedianMedian

NN

88.388.391914040

88.888.891913232

Senior Senior HighHigh

MeanMeanMedianMedian

NN

67.167.165651414

69.269.270701212

CollegeCollege MeanMeanMedianMedian

NN

84.284.280801212

76.776.7808099

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ResultsResults

• Analysis using t-tests supported our Analysis using t-tests supported our hypothesis that there is no hypothesis that there is no statistically significant difference in statistically significant difference in reading comprehension and reading comprehension and retention between using e-text on a retention between using e-text on a PDA and using a traditional paper PDA and using a traditional paper article.article.

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Survey FindingsSurvey Findings

• The purpose of the survey was to help us The purpose of the survey was to help us learn more about the student’s feelings learn more about the student’s feelings and experience while using a PDA and to and experience while using a PDA and to assess any differences between the assess any differences between the various educational levels. various educational levels.

• The questions dealt with the ease of using The questions dealt with the ease of using and learning with the PDA, the likelihood and learning with the PDA, the likelihood of PDA problems in education, and the of PDA problems in education, and the value of various PDA software. value of various PDA software.

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Ease of Reading E-text on a Ease of Reading E-text on a PDAPDA

0

20

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100

Middle High College

Educational Level

Pe

rce

nta

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Easy/Very Easy

Neither

Difficult/Very Difficult

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Ease of Understanding and Ease of Understanding and Remembering E-text on a Remembering E-text on a

PDAPDA

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Educational Level

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asy

Understanding

Remembering

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E-text on PDA vs. E-text on PDA vs. TextbooksTextbooks

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Educational Level

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Learning from PDA as w ell asTextbook

Replace Textbooks

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Likelihood of PDA Games Likelihood of PDA Games and Internet Impeding and Internet Impeding

LearningLearning

010203040

5060708090

Middle High College

Educational Level

Per

cen

tag

e o

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ikel

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Lik

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SummarySummary

• No statistically significant difference in No statistically significant difference in retention rates in reading from a PDA retention rates in reading from a PDA compared to reading from paper across all compared to reading from paper across all educational levels studied. educational levels studied.

• Major roadblocks to the successful use of Major roadblocks to the successful use of PDAs and e-books in college. PDAs and e-books in college. – College students found it difficult to read text College students found it difficult to read text

on a PDA’s small screen and were less on a PDA’s small screen and were less confident in their ability to comprehend and confident in their ability to comprehend and remember content read from a PDA. remember content read from a PDA.

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SummarySummary

• The survey data also suggests that college The survey data also suggests that college students are more prone to distractions students are more prone to distractions from schoolwork such as game playing or from schoolwork such as game playing or Internet surfing on the PDA. Internet surfing on the PDA.

• Also, we realize that middle school and Also, we realize that middle school and high school students are more excited high school students are more excited about technology and may be more willing about technology and may be more willing to adapt to change while college students to adapt to change while college students are more set in there ways and have more are more set in there ways and have more difficulties with change. difficulties with change.

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Analysis of PDA Analysis of PDA ExperimentationExperimentationin CSCW Classin CSCW Class

• PDA was a valuable toolPDA was a valuable tool– 36% agree or strongly agree36% agree or strongly agree– 40% neutral40% neutral– 24% disagree or strongly disagree24% disagree or strongly disagree

• Mostly used forMostly used for– Scheduling, contact lists, to-do listsScheduling, contact lists, to-do lists

• Minimally used forMinimally used for– Taking notesTaking notes– Downloading content (PPT slides, Lecture Downloading content (PPT slides, Lecture

notes)notes)

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Analysis of PDA Analysis of PDA ExperimentationExperimentationWireless NetworkingWireless Networking

• Usefulness to studentsUsefulness to students– 56% agree or strongly agree56% agree or strongly agree– 32% neutral32% neutral– 12% disagree12% disagree

• Major UsesMajor Uses– Web surfingWeb surfing– Email across campusEmail across campus

• ProblemsProblems– SlowSlow– Small screenSmall screen– Fast battery dischargingFast battery discharging

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Analysis of PDA Analysis of PDA ExperimentationExperimentation

• Enjoyed Experimenting WithEnjoyed Experimenting With– 16% strongly agree16% strongly agree– 72% agree72% agree– 16% neutral16% neutral

• Plan to use in future school or Plan to use in future school or workwork– 52% agree or strongly agree52% agree or strongly agree– 32% neutral32% neutral– 16% disagree16% disagree

• Should be required of all studentsShould be required of all students– 16% agree16% agree– 52% neutral52% neutral– 32% disagree or strongly disagree32% disagree or strongly disagree

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Overall ConclusionsOverall Conclusions• High potential for successful PDA usage in High potential for successful PDA usage in

K-12K-12

• Lack of funding will inhibit ubiquitous use Lack of funding will inhibit ubiquitous use of PDAs in middle/high schools.of PDAs in middle/high schools.

• Handhelds not currently a “killer app.” for Handhelds not currently a “killer app.” for college students.college students.

• Success in College will depend on Success in College will depend on advances in handheld technology:advances in handheld technology:– Holographic keyboards and displaysHolographic keyboards and displays– Software tailored to teacher-student learning Software tailored to teacher-student learning

environmentenvironment– Longer battery lifeLonger battery life