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The Relationship Between PDA Usage and Student Performance in an Introductory Engineering Course
Author(s) -
Doolen Toni L.,
Porter J. David,
Hoag Jim
Publication year - 2003
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2003.tb00767.x
Subject(s) - mathematics education , student achievement , engineering education , medical education , psychology , ethnic group , computer science , academic achievement , engineering , engineering management , medicine , sociology , anthropology
This research focuses on the development of a methodology to evaluate student attitudes towards technology in the classroom and the impact of this technology on student learning. A survey was developed and tested to evaluate the impact of introducing Personal Digital Assistants (PDAs) in a traditional college classroom setting. PDAs were introduced in an introductory course in the College of Engineering at Oregon State University. A reliable attitude assessment tool was developed as a result of this research. Initial results of this study also provide empirical data that engineering students respond favorably to the introduction of PDAs in a traditional classroom setting. Preliminary results also provide limited evidence that student attitudes may vary based on gender, age, and/or ethnicity. Standard student performance metrics (course assignment and exam scores) and student self‐evaluations were used to assess the impact on student learning and are discussed.