Even in normal face-to-face classroom settings, students at universities are increasingly using portable digital devices because they are effective tools. According to surveys, 99 percent of students who enter in college already have a laptop, and 65 percent of those students carry their computers to class (Fried, 2008). Simply put, whether these technology advancements have an advantageous effect on education is the main concern for the majority of academics. The benefits and drawbacks of utilizing these technology in the classroom are discussed in research on laptop use in education.With the ability to improve student learning, academic performance, collaborative activity, and material delivery, laptops, tablet PCs, PDAs, and even smart phones hold significant potential as classroom learning aids (Weaver and Nilson, 2005; Lindroth and Bergquist, 2010). using computers in a face-to-face learning environment.
2. Literature evaluation?
1. How using a laptop affects academic performance and learning.
Gimy is the portal where we have feel positive as well as negative effects associated with laptop use in academic settings. According to several experts, using computers in class improves both student motivation and overall academic achievement (Fried, 2008). Students in laptop classes reported increased involvement rates, greater interest in learning, and a stronger incentive to achieve well than students in non-laptop classrooms (Trimmel and Bachmann, 2004). Demb, et al. (2004) discovered in a similar vein that students believed laptops had a favorable impact on their study habits and were crucial to their academic results.
2. How using social networking sites in class affects students' academic performance.
The broad consumption of social networking sites for management, communication, and discussion is a fact. Students' acceptance and usage of these devices has changed how they learn and how they interact with their teachers in traditional terms. Facebook supporters ( 楓林網 , 2009) claim that it can improve students' life. For instance, students may use Facebook to communicate with other students about group projects and homework, and professors can get in touch with students to give helpful course information. On the other side, detractors express their worries about Facebook use's potential drawbacks. For instance, kids could upload offensive photos on Facebook. Due to the possibility of profile data mining, these images may endanger possibilities for future employment.
3. Study objectives and research questions?
Most of the research on laptop use in class and its possible effects on learning, distraction, and engagement have been done in the United States. To our knowledge, there aren't many actual research explaining the relationships in regions of the world where higher education is more diverse, like Europe. In this regard, European institutions have standardized their academic systems since the announcement of the "European Higher Education Area" (https://www.ehea.info). Two strategic objectives for Europe were sought to be achieved through this process: first, to become the most dynamic and competitive knowledge-based society in the world (Martnez-Torres et al., 2008); and second, to create an academic community where all European graduates hold the same academic titles regardless of their country of origin.
4. Method?
On our blog page dramasq 200 replies from students at the Carlos III University of Madrid were gathered as data for this study using a questionnaire. The sample closely matched the social background of the student body at the university. With participants ranging in age from 18 to 27 years (M = 20.62; SD = 1.76; N = 200), this research included more women (60%) than males (4%; N = 80). The survey's first question asked if graduate students typically use computers in class. Negative responses to this question resulted in respondents' exclusion from the survey and absence from the final sample.
5. Limitations?
Our results cannot be extended to populations with diverse educational systems and academic incentives since they are based on self-reports. Furthermore, personal qualities (such motivation for education, personality, or Internet addiction) that could predispose students to use computers casually in class were not examined as confounding variables in the current study.
e current study.
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