A Longitudinal Study of iPads on Undergraduate Learning in an Ecology Laboratory.

Technology has long been implemented in education and iPads are increasingly used in undergraduate courses. This study was conducted to evaluate the effects of using iPads on undergraduate student learning in the ecology laboratory in 2013-2015. Two sections of the ecology laboratory were studied each year: one group used iPads and the other used conventional paper manual. Pre- and post-quizzes and a post-laboratory survey were conducted to assess student attitudes toward iPad use as well as learning outcomes. The pre- and post-quiz scores didn't show significant differences between the iPad group and the conventional paper group. The survey results indicated students generally had positive attitudes towards using iPads: iPads made labs more interesting and convenient, saved time, and simplified data transfer and processing. Students who used iPads were more likely to recommend their use and embrace new technology. However, the students didn't agree that iPad use encouraged them to learn, promoted participation, or improved knowledge comprehension. We concluded that use of new technology should depend on learning outcomes and instructional strategies, suggested openness to adopt a new technology by both teachers and students and recommended appropriate implementation and clear assessment of using technologies in undergraduate learning. [ABSTRACT FROM AUTHOR]