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Assessment of ICT Contribution to the Learning Process

Journal Name:

  • International Journal of Science and Engineering Investigations

Publication Year:

  • 2015

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Abstract (2. Language): 
This study undertaken in both naturalistic and experimental conditions aimed at assessing objectively the use of ICT by students whilst attending an academic lecture and to gauge the disturbance effect of ICT use on the learning process. Observations were carried out from end 2012 to end 2014 in a UK university (N=596, MSc, Human Sc. discipline) distributed in 11 sessions in order to objectify the level of students’ ICT use. Then an experiment was carried out in laboratory with a sample of these students (N=40) to assess the disturbance of ICT on learning process depending on frequency of use of ICT and their nature (class related or not), dividing the sample in 3 groups: control group1 (not disturbed), group 2 (disturbed by web class related resource) and group 3 (distracted by exchanging messages on mobile phone). Groups 2 and 3 were distracted at a controlled frequency equal to 30 occ/h. Performance assessment in 19 points was based on the revised Bloom’s taxonomy complemented by an ontology-based assessment technique. We found out that 63% of students used ICT during academic lectures and that groups 1 and 2 had similar performance while group 3 significantly had poorer performance (p<.001). Results were explained in the light of the Information Processing theory and Mayer and Moreno’s model developed for multimedia learning. These results identified a threshold for ICT use and warned teachers (resp. students) about an abusive use of ICT to support lessons (resp. about non-class related use of ICT).
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www.IJSEI.com Paper ISSN: 2251-8843 ID: 44015-01
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