Performance and Acceptance When Using Tablets as a Multiple Document Learning Tool: Do Application and Guidance Matter?

Autor/inn/en	Lombard, Jordan; Bråten, Ivar; van de Leemput, Cécile; Amadieu, Franck
Titel	Performance and Acceptance When Using Tablets as a Multiple Document Learning Tool: Do Application and Guidance Matter?
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 49 (2021) 2, S.197-221 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bråten, Ivar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-021-09537-6
Schlagwörter	Handheld Devices; Reading Comprehension; Technology Uses in Education; Reading Materials; Computer Oriented Programs + Suchen Sie Ihr Suchwort? Leseverstehen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerprogramm
Abstract	This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students' multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the control students in terms of comprehension and also worked more efficiently on the assigned multiple document task, but only if given explicit guidance in selecting, organizing, and integrating information by utilizing the functions of the application. Still, after task completion, the more effective and efficient students guided in using the functions of the multiple document reading application displayed much less acceptance of tablets as a multiple document learning tool than did the control students. We discuss possible explanations for this intriguing performance-acceptance paradox and suggest some avenues for future research in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01