Master's Dissertation First Full Draft

Rationale

Research studies conducted thus far into various aspects of PC-based educational technology have reported a range of findings on performance differences (e.g. Benedetto, 2008; Mueller & Oppenheimer, 2014; Wästlund, 2007), with some results clearer than others. Academic research into the impact and effectiveness of ‘screen-based’ educational technology (i.e. desktop computers, laptops, tablets and e-readers) has generally investigated performance differences between one or more of these devices and more traditional paper-based tasks for both reading and writing as well as related issues such as visual fatigue caused by paper in relation to screen-based devices. The general consensus thus far appears to be that important differences exist between screen and paper (Jabr, 2013), but that these differences are not yet well-understood (Wells, 2012). Much of this work involves investigating performance differences in reading comprehension between paper and other devices. Although an integral part of the learning process, comprehension is not necessarily a strong measure of learning performance itself – a more ecologically valid measure of learning is required, with Mueller and Oppenheimer (2014) providing an example of such a measure.

Existing research is also largely focused on measurable performance differences and is accompanied by a relative paucity of theoretical work in this area. There is reason to believe that this lack of theoretical work is at least one of the primary reasons for our relatively limited understanding of the reasons for the differences which exist here and that this calls for more sophisticated conceptualisations to accompany and inform further empirical research.

The rationale for this research is thus two-fold. Firstly, our theoretical and conceptual understanding of the differences between the digital and analogue word (i.e. between ‘screen-based reading’ and more traditional tools like paper and pen) in the educational context is fairly limited. There is, therefore, a need for more research which would contribute to the existing body of knowledge. A theoretical framework will be used to argue that the digital word presents a distinct evolutionary step in the history of the written word, with meaningful differences to the various types of written word which have preceded it. Secondly, it is not clear whether the use of these PC devices (and in particular tablet PCs) as educational tools will in fact enhance educational outcomes and if so, what the extent of their impact will be (whether negative or positive). The digital word has already made significant inroads and continues to spread rapidly within many educational settings. A range of factors and past events suggests (i.e. the ongoing and rapidly increasing proliferation of such technology world-wide) that the use of the digital word will continue to expand regardless of any potentially adverse academic findings. A degree of pragmatism therefore seems the best approach in this setting – utilizing academic research and knowledge-discovery to aid in the more effective usage of the digital word in education (whose significant positive effects and impact on socio-economic development are well-known). Given the substantial financial investment required to implement the use of these devices in classroom settings (particularly on the scale proposed for the Gauteng Province and similar projects elsewhere in the world) and the potential implications of the digital word on educational outcomes and indeed human thought itself, the need to deepen and strengthen our understanding of the effects of these devices is clear, particularly in relation to more traditional tools (such as pen-and-paper based longhand and paper textbooks and other learning materials).

3. Research aims and focus of this research project

1. 
   To better understand the impact on and effectiveness of personal computing device-based educational technology on educational outcomes in comparison to more traditional educational technologies like pen and paper.
   
2. 
   To further develop a theoretical framework which aids in better understanding and explaining the impact on and effectiveness of personal computing device-based educational technology on educational outcomes.
   

4. Research questions

1. 
   Are there differences in learning (incorporating a delay of approximately one week between reading task and test) when text is read (only) on paper compared to when this is done using a tablet PC only?
   
2. 
   Are there differences in learning (measured by the ability to correctly answer questions from each of Butler’s (2010) categories of question, with a delay of approximately one week between reading task and test) when text is read and notes are taken on paper compared to when text is read and notes are taken using a tablet PC?
   
3. 
   What differences exist, if any, between the results of research questions 1 and 2 and what is the nature of these differences?
   
4. 
   Are there differences in learning (as measured by test performance) if the delay between reading task and test (research question 2 – note-taking) is reduced from approximately one week to several days?
   

5. Chapter organisation

Chapter 1 provides a brief introduction to educational technology, this research project, its rationale, research aims and research questions and a short list of terms and abbreviations. Chapter 2 is an examination and discussion of relevant existing empirical literature. Chapter 3 details relevant theoretical considerations, leveraging several theories to construct a suitable theoretical framework for this dissertation. Chapter 4 is a methodological overview of the research activities undertaken, while Chapter 5 details the results of these research experiments. Finally, Chapter 6 discusses the results obtained and their implications in light of Chapter 3’s theoretical framework, before concluding.

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