Abstract
The laptop computer is considered one of the most used and important technological devices in higher education, yet limited systematic research has been conducted to develop a measure of laptop use in college and university. The purpose of the following study was to develop a research-based, theoretically grounded scale to assess student use of laptops inside and outside higher education classrooms. The Laptop Use Scale addressed four key areas: in-class academic use, in-class non-academic use, outside of class academic use, and outside of class non-academic use. Tested on 156 higher education students using laptops computers, the Laptop Use Scale showed acceptable internal reliability and good validity (face, content, construct, and convergent validity). It is argued that this scale can help assess and calibrate pedagogical strategies used to integrate laptops into higher education classrooms. Suggestions for future research on assessing student use of laptops are offered including a focus on multi-tasking behavior.
Similar content being viewed by others
References
Aguilar-Roca, N. M., Williams, A. E., & O’Dowd, D. K. (2012). The impact of laptop-free zones on student performance and attitudes in large lectures. Computers and Education, 59(4), 1300–1308. doi:10.1016/j.compedu.2012.05.002.
Annan-Coultas, D. L. (2012). Laptops as instructional tools: Student perceptions. TechTrends, 56(5), 34–41.
Awwad, F., & Ayesh, A. (2013). Effectiveness of laptop usage in UAS university undergraduate teaching. The Turkish Online Journal of Educational Technology, 12(2), 77–88.
Barak, M., Lipson, A., & Lerman, S. (2006). Wireless laptops as means for promoting active learning in large lecture halls. Journal of Research on Technology in Education, 38(3), 245–263.
Barkhuus, L. (2005). Bring your own laptop unless you want to follow the lecture: Alternative communication in the classroom. In Proceedings of the 2005 International ACM SIGGROUP Conference on Supporting Group Work (pp. 140–143). New York, ACM. doi: 10.1145/1099203.1099230.
Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.
Carfio, J., & Perla, R. (2008). Resolving the 50-year debate around using and misusing Likert scales. Medical Education, 42(12), 1150–1152. doi:10.1111/j.1365-2923.2008.03172.x.
Dahlstrom, E., Walker, J. D., & Dziuban, C, M. (2013). The ECAR study of undergraduate students and information technology (Research Report). Louiseville, CO: EDUCAUSE Center for Analysis and Research. Retrieved from https://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdf
Dalsgaard, C., & Godsk, M. (2007). Transforming traditional lectures into problem-based blended learning: Challenges and experiences. Open Learning: The Journal of Open, Distance and e-Learning, 22(1), 29–42. doi:10.1080/02680510601100143.
Debevec, K., Shih, M., & Kashyap, V. (2006). Learning strategies and performance in a technology integrated classroom. Journal of Research on Technology in Education, 38(3), 293–307.
DiGangi, S., Kilic, Z., Yu, C. H., Jannasch-Pennell, A., Long, L., Kim, C., et al. (2007). One to one computing in higher education: A survey of technology practices and needs. AACE Journal, 15(4), 367–387.
Enfield, J. (2014). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14–27. doi:10.1007/s11528-013-0698-1.
Field, A. (2005). Discovering statistics using SPSS (2nd ed.). Thousand Oaks, CA: Sage Publications.
Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers and Education, 50(3), 906–914.
Gagné, R. (1985). The conditions of learning. New York: Holt, Rinehart and Winston.
Gaudreau, P., Miranda, D., & Gareau, A. (2014). Canadian university students in wireless classrooms: What do they do on their laptops and does it really matter? Computers and Education, 70(3), 245–255. doi:10.1016/j.compedu.2013.08.019.
Hyden, P. (2005). Teaching statistics by taking advantage of the laptop’s ubiquity. New Directions for Teaching and Learning, 101, 37–42.
Jamieson, S. (2004). Likert scales: how to (ab)use them. Medical Education, 38(12), 1217–1218. doi:10.1111/j.1365-2929.2004.02012.x.
Kay, R. H., & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis. Canadian Journal of Learning and Technology, 37(1). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/565/299
Kay, R. H. & Lauricella, S. (2014). Investigating the benefits and challenges of using laptop computers in higher education. Canadian Journal of Learning and Technology, 40(2), 1–25. Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/831/393
Kline, P. (1999). The handbook of psychological testing (2nd ed.). London: Routledge.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning and Education, 4(2), 193–212. doi:10.5465/AMLE.2005.17268566.
Kraushaar, J. M., & Novak, D. C. (2010). Examining the effects of student multitasking with laptops during the lecture. Journal of Information Systems Education, 21(2), 241–251.
Kuzon, W. M., Urbanchek, M. G., & McCabe, S. (1996). The seven deadly sins of statistical analysis. Annals of Plastic Surgery, 37, 265–272.
Lasry, N., Mazur, E., & Watkins, J. (2008). Peer instruction: From Harvard to the two-year college. American Association of Physics Teachers, 76(11), 1066–1069. Retrieved from http://mazur.harvard.edu/sentFiles/Mazur_61464.pdf
Lauricella, S. & Kay, R. H. (2010). Assessing laptop use in higher education classrooms: The laptop effectiveness scale (LES). Australian Journal of Educational Technology, 26(2), 151–163. Retrieved from http://ajet.org.au/index.php/AJET/article/view/1087/342
Laurillard, D. (2002). Rethinking university teaching. A conversational framework for the effective use of learning technologies. London: Routledge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lewis, S. E., & Lewis, J. E. (2005). Departing from lectures: An evaluation of a peer-led guided inquiry alternative. Journal of Chemical Education, 82(1), 135. doi:10.1021/ed082p135.
Lindroth, T., & Bergquist, M. (2010). Laptopers in an educational practice: Promoting the personal learning situation. Computers and Education, 54(2), 311–320. doi:10.1016/j.compedu.2009.07.014.
Mayes, T., & de Freitas, S. (2007). Technology-enhanced learning: The role of theory. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age (pp. 17–30). New York: Routledge.
McCreary, J. R. (2009). The laptop-free zone. Valparaiso University Law Review, 43, 1–87.
Miles, M. B., & Hubrman, M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publication.
Murray, J. (2013). Likert data: What to use, parametric or non-parametric? International Journal of Business and Social Science, 4(11), 258–264.
Newell, A. (1980). One final word. In D. T. Tuma & F. Reif (Eds.), Problem solving and education: Issues in teaching and research (pp. 175–189). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Norman, G. (2010). Likert scales, levels of measurement and the ‘‘laws’’ of statistics. Advances in Health Sciences Education—Theory and Practice, 15(5), 625–632. doi:10.1007/s10459-010-9222-y.
Nunnally, J. C. (1978). Psychometric theory. New York: McGraw-Hill.
Pew Research Center. (2013). Social media update 2013. Washington: DC. Retrieved from http://www.pewinternet.org/files/2013/12/PIP_Social-Networking-2013.pdf
Piaget, J. (1970). Science of education and the psychology of the child. New York: Orion Press.
Prensky, M. (2010). Teaching digital natives. Thousand Oaks, CA: Corwin.
Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers and Education, 62(1), 24–31. doi:10.1016/j.compedu.2012.10.003.
Skolnik, R., & Puzo, M. (2008). Utilization of laptop computers in the school of business classroom. Academy of Educational Leadership Journal, 12(2), 1–10.
Small, G., & Vorgan, G. (2009). iBrain: Surviving the technological alteration of the modern mind. New York: Harper.
Tapscott, D. (2009). Grown up digital: How the Net generation is changing your world. New York: McGraw-Hill.
Vygotsky, L. S. (1978). Mind and society. Cambridge, MA: Harvard University Press.
Wilson, B. G., & Myers, K. M. (2000). Situated cognition is theoretical and practical context. In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp. 57–86). New Jersey: Lawrence Erlbaum.
Wurst, C., Smarkola, C., & Gaffney, M. A. (2008). Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms. Computers and Education, 51(4), 1766–1783. doi:10.1016/j.compedu.2008.05.006.
Author information
Authors and Affiliations
Corresponding author
Appendix: Laptop Use Scale
Appendix: Laptop Use Scale
Background information
-
1.
What is your gender? (Male, Female)
-
2.
What year of university are you in? (1, 2, 3 or 4)
-
3.
What was your average grade in all your courses last year? (<50, 50–59, 60–69, 70–70, 80–89, 90+)
-
4.
What course are you taking? _____________
-
5.
What is your average in the course right now? (<50, 50–59, 60–69, 70–70, 80–89, 90+)
-
6.
How comfortable are you with using computer technology? (Not at all Comfortable, Somewhat Comfortable, Comfortable, Very Comfortable)
-
7.
About how many hours per day do you spend using your laptop computer? _____
Academic use DURING class
How often did you do the following activities DURING class in this course?
Never | Rarely | Sometimes | Freq | Very Freq | |
---|---|---|---|---|---|
1. Take notes on my laptop | 1 | 2 | 3 | 4 | 5 |
2. Use the notes posted by the instructor | 1 | 2 | 3 | 4 | 5 |
3. Search the web for academic purposes | 1 | 2 | 3 | 4 | 5 |
4. Use online interactive tools (for example learning objects, applets) | 1 | 2 | 3 | 4 | 5 |
5. Participate in online surveys | 1 | 2 | 3 | 4 | 5 |
6. Follow a PowerPoint presentation on your laptop computer | 1 | 2 | 3 | 4 | 5 |
7. Communicate with peers for academic reasons (for example instant messaging, email) | 1 | 2 | 3 | 4 | 5 |
8. Use a software program for academic purposes (e.g. Word, Excel, Access) | 1 | 2 | 3 | 4 | 5 |
-
9.
Overall what (if any) do you see are the biggest benefits to having a laptop IN class for this course? Why?
Non-academic use DURING class
How often did you do the following activities DURING class in this course?
Never | Rarely | Sometimes | Freq | Very Freq | |
---|---|---|---|---|---|
1. Play games | 1 | 2 | 3 | 4 | 5 |
2. Watch movies | 1 | 2 | 3 | 4 | 5 |
3. Watch short video clips for personal use (for example YouTube) | 1 | 2 | 3 | 4 | 5 |
4. Search the web for personal reasons | 1 | 2 | 3 | 4 | 5 |
5. Go on Facebook | 1 | 2 | 3 | 4 | 5 |
6. Use Twitter | 1 | 2 | 3 | 4 | 5 |
7. Use instant messaging for personal reasons (for example MSN, Skype) | 1 | 2 | 3 | 4 | 5 |
8. Use email for personal reasons | 1 | 2 | 3 | 4 | 5 |
-
9.
Overall what (if any) do you see are the biggest distractions to having a laptop IN class for this course? Why?
Academic OUTSIDE if class
How often did you do the following activities OUTSIDE of class in this course?
Never | Rarely | Sometimes | Freq | Very Freq | |
---|---|---|---|---|---|
1. Organizing course notes and materials | 1 | 2 | 3 | 4 | 5 |
2. Search the web for academic purposes | 1 | 2 | 3 | 4 | 5 |
3. Online interactive activities (for example learning objects. Applets) | 1 | 2 | 3 | 4 | 5 |
4. Using a software program for academic purposes (for example Word, Excel) | 1 | 2 | 3 | 4 | 5 |
5. Sharing notes and course resources | 1 | 2 | 3 | 4 | 5 |
6. Communicate with peers for academic purposes (for example instant messaging, email) | 1 | 2 | 3 | 4 | 5 |
7. Working with peers on assigned group work | 1 | 2 | 3 | 4 | 5 |
8. Getting help from peers on computer related tasks | 1 | 2 | 3 | 4 | 5 |
9. Searching the university library databases for articles/books | 1 | 2 | 3 | 4 | 5 |
-
10.
Overall what (if any) do you see are the biggest benefits to having a laptop OUTSIDE class? Why?
Non-academic use DURING class
How often did you do the following activities DURING class in this course?
Never | Rarely | Sometimes | Freq | Very Freq | |
---|---|---|---|---|---|
1. Play games | 1 | 2 | 3 | 4 | 5 |
2. Watch movies | 1 | 2 | 3 | 4 | 5 |
3. Watch short video clips for personal use (for example You Tube) | 1 | 2 | 3 | 4 | 5 |
4. Search the web for personal reasons | 1 | 2 | 3 | 4 | 5 |
5. Go on Facebook | 1 | 2 | 3 | 4 | 5 |
6. Use Twitter | 1 | 2 | 3 | 4 | 5 |
7. Use instant messaging for personal reasons (for example MSN, Skype) | 1 | 2 | 3 | 4 | 5 |
8. Use email for personal reasons | 1 | 2 | 3 | 4 | 5 |
-
9.
Overall what (if any) do you see are the biggest distractions to having a laptop IN class for this course? Why?
-
10.
Overall what (if any) do you see are the biggest distractions to having a laptop OUTSIDE class? Why?
Rights and permissions
About this article
Cite this article
Kay, R., Lauricella, S. Assessing laptop use in higher education: The Laptop Use Scale. J Comput High Educ 28, 18–44 (2016). https://doi.org/10.1007/s12528-015-9106-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12528-015-9106-5