In recent years, students and educators alike have utilized new technologies such as tablet computers as a means of enhancing the learning process. While prior research suggests that these implementations within the classroom provide a new and beneficial method of relaying and learning information, scientists have begun to explore the possible side effects that these technologies have on the learning process. Although much of the current literature suggests that learning from an electronic screen does not affect efficacy compared to learning from printed text (Bayliss et al., 2012; Dundar & Akcayir, 2012), researchers continue to explore the possible consequences that using said technologies may have in academia. The current study aims to address how tablet computers affect the process of learning differently across levels of education. It is proposed that older generations, such as college students, who did not grow up with tablets in the classroom may suffer from the effects of proactive interference when compared to younger students who have been exposed to technologies much more profoundly in their education (e.g. elementary students). If this is so, the current study also proposes a possible intervention that would help students at any educational level overcome this interference in order to integrate tablets into their studies effectively.
| Identifer | oai:union.ndltd.org:CLAREMONT/oai:scholarship.claremont.edu:cmc_theses-2074 |
| Date | 01 January 2015 |
| Creators | Nishizaki, Devin M. |
| Publisher | Scholarship @ Claremont |
| Source Sets | Claremont Colleges |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | CMC Senior Theses |
| Rights | © 2014 Devin M. Nishizaki, default |
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