NEW ASSESSMENT PROTOCOLS USING THE TABLET PC

Dates:

September 2004 - August 2006

Principal Investigators:

Dr. David A. Singer (Department of Brain and Cognitive Sciences)
Professor Gerald Schneider (Department of Brain and Cognitive Sciences)

Problem

To discover how to assess the usage of the Tablet PC in college classrooms, using rigorous experimental procedures and scientific methodologies.

Goal

To incorporate these procedures and methodologies into the assessment of the effectiveness and utility of the Tablet PC.

Overview

Our research focused on the Tablet PC and how it might be an asset for learning. However, even more importantly, we learned that its true value could best be assessed through the incorporation of four new research approaches. The first involved the evaluation of the Tablet PC in combination with the specific software products with which it was used. Second, we learned that its value could be more accurately and specifically determined in the context of the teaching styles or methods that were used in different courses; third, that its value could be more accurately and specifically determined in consideration of the learning styles and preferences of the students who used the Tablet PC.

As our research progressed a fourth factor became paramount; that is, that more comprehensive and empirical standards for use in the assessment of educational technology were necessary. In consideration of this, we developed a number of research controls. Among others, this included carefully monitored experimental and control groups using the split-half method and a differentiated analysis of performance scores for each student. Through this process we were able to quantify and validate some of the factors that seem to make the Tablet PC useful and effective for learning.

In consideration of these factors, the Tablet PC proved to be adaptable to the requirements of a wide range of university courses including neuroscience, Mandarin Chinese and computer science. This adaptability also served students well, individually. Students whose learning styles may not have been compatible with the teaching styles or methods of the instructor adapted the Tablet PC to their educational advantage. One recurrent effect was to help those students who might otherwise have done poorly.

Several unique uses of the Tablet PC seemed to have consistently positive effects on individual students. Many students benefited from the availability and convenience of using color with their notes, especially if they had a learning styles or preference for using colors or the course made the use of color an advantage (e.g. biological sciences). Equally as beneficial to many students was the ability to integrate handwritten notes from the Tablet PC with the downloaded reading material required in their courses.

Publications

" Ten Ways You Might Be Fooling Yourself about Assessment"
CampusTechnology, April, 2006, Singer, D.A.

Papers

" Development of a Tablet-PC-based System to Increase Instructor-Student
Classroom Interactions and Student Learning"
Proc WIPTE 2006 (Workshop on the Impact of Pen-Based Technology on Education), Purdue University, April, 2006, Koile, K., Singer D.A. View Paper

" iCampus Report: Tablet PC in Combination with Various Software Products, Teaching Styles, and Learning Styles;,
August, 2006, Singer, D.A. View Report

"Improving Learning via Tablet-PC-based In-Class Assessment"
ICER 2006 (Second International Computing Education Research Workshop), University of Kent, Canterbury, UK, September, 2006, Koile, K., Singer D.A. View Paper

Presentations

" Educational Benefits of a Paperless Classroom Utilizing Tablet PCs, "
Proc of Syllabus (Campus Technology), Los Angeles, CA, July, 2005, Ellis-Benke, R., Gilliland J., Schneider, G. E., and Singer, D.

Links

Classroom Learning Partner