English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Recently, authors from West Point and MIT wrote about the impact of varied computer usage on student performance in an Economics class. The study demonstrated that students perform more poorly when allowed to use computers in the classroom. The current article takes this conclusion one step further using an Engineering Economics class. Would students who were not allowed electronics in the classroom and also informed about this West Point/MIT study perform differently than students who were simply not allowed to use computers in the classroom? It is hypothesized that students who are informed about the West Point/MIT study and its’ outcome and not allowed to use computers will perform better than those who are simply prohibited from the use of computers in the classroom.

Does Knowing a Study’s Outcome Further Impact It’s Conclusion: A Classroom Study