Examining the effects of digital devices on students’ learning performance and motivation in an enhanced one-to-one environment: a longitudinal perspective

ABSTRACT

The electronic schoolbag (eSchoolbag) is an enhanced one-to-one computing environment compatible with various digital devices. The eSchoolbag provides instructors with an intelligent teaching management system. It also offers students a highly interactive learning environment. However, findings of students’ performance in the eSchoolbag environment are mixed due to the great variety of digital devices. Moreover, the research on the temporal change in students’ motivation in the eSchoolbag environment is still in its infancy. This study addressed these gaps by examining the longitudinal changes in students’ performance and motivation in two types of eSchoolbag environments: a computer class and a tablet class. A total of 102 students participated in this study for one year. Findings from this research suggested that the tablet class performed better than the computer class, and students’ utility value and cognitive cost towards the eSchoolbag changed over time. These findings inform the successful implementation of eSchoolbag programmes.

KEYWORDS:

• Electronic schoolbag
• one-to-one environment
• learning performance
• motivation
• longitudinal analysis

Conflicts of interest

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Shan Li

Shan Li is a PhD candidate in the Department of Educational and Counselling Psychology (ECP) at McGill University, and is currently a member of the ATLAS (Advanced Technologies for Learning in Authentic Settings) Lab. His research focuses on advanced learning technologies, STEM education, self-regulated learning and learning analytics.

Juan Zheng

Juan Zheng is a PhD candidate and research assistant in the Department of Educational and Counselling Psychology (ECP) at McGill University with a background in educational technology and learning sciences. Her research interests are self-regulated learning, academic emotions and educational data mining.

Feng-Kuang Chiang

Feng-Kuang Chiang is a distinguished professor of Educational Technology at Shanghai Normal University.