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ABSTRACT
Use of iPad technology in the classroom may facilitate learning, engagement, motivation, and interest (Crescenzi, Jewitt, & Price, 2014). The Dexteria™ iPad application was implemented into first grade curriculum using a nonequivalent control group design to explore impact on visual–motor integration (VMI) skills using the Beery–Buktenica Developmental Test of Visual–Motor Integration (Beery VMI) as an assessment tool. The experimental group (n = 23) participated in traditional curriculum combined with the Dexteria™ app whereas the control group (n = 20) received only the traditional curriculum for 4 weeks. Pretest and posttest Beery VMI administration yielded raw scores which were compared for significance. The results of the comparison between groups were deemed inconclusive due to the minute difference in mean scores of the experimental group (M = .087) and control group (M = 0). Although the study did not yield statistically significant results, findings of the study may have clinical relevance and contribute to the broad literature supporting the addition of interactive technological interventions in the classroom.