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A mixed-methods approach to understanding laptop-free zones in college classrooms

机译：一种了解大学教室里理解便携式无电脑区的混合方法方法

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Laptop use within college courses has been a topic of debate for nearly two decades. Completely banning laptops from college classes may seem appealing given the potential drawbacks, but these policies may have unintended consequences. One seemingly successful intervention that can address these conflicting goals is the use of laptop zones and laptop-free zones which allows students who want to use their laptops to continue to do so, without hindering the performance of those who do not. We examine the efficacy of this intervention through the lens of the theory of self-regulated learning. We implemented laptop(-free) zones in two large college courses with a total of 168 students, 60 of whom reported sitting in a laptop-zone. Students sitting in the laptopfree zone performed better on objective measures of learning on the day of learning new material, but this difference was not significant five days later on a measure of retention. Further, there were no differences between these groups on self-rated performance at the point of retention. By examining open-ended responses regarding their motivation to sit in the laptop-free zone or the laptop-zone, we found students who sat in the laptop-free zone typically reported wanting to avoid distractions and enhance their memory of the material/class performance compared to those who sat in the laptop zone. Also, more individuals who sat in the laptop zone reported doing so to ensure completeness of their notes, to look up extra course-related material, and to complete non-course related tasks while listening to the lecture. Lastly, we pose a set of future directions aimed at learning more about the use of laptops in and outside of class, and how we can help students be successful using laptops for learning.
机译：大学课程内的笔记本电脑使用是近二十年的辩论的主题。鉴于潜在的缺点，完全禁止大学课程的笔记本电脑可能似乎有吸引力，但这些政策可能会产生意外的后果。一个看似成功的干预，可以解决这些冲突的目标是使用笔记本电脑区域和无便携式电脑区域，这使得想要使用笔记本电脑继续这样做的学生，而不会阻碍那些没有的人的表现。我们通过自我监管理论的镜头来检查这种干预的功效。我们在两所大学课程中实施了笔记本电脑（ - 免费）区，共有168名学生，其中60名据报道坐在笔记本电脑区。学生坐在膝上的暴行区进行了更好的学习新材料的客观学习措施，但这种差异在衡量保留措施后五天内不重要。此外，这些群体在保留点的自额定性能之间没有差异。通过审查有关他们的动机的开放式响应，坐在没有便携式无电脑区域或笔记本电脑区，我们发现坐在没有便携式无电脑区域的学生通常报告想要避免分心并增强他们的材料/课程性能的记忆与坐在笔记本电脑区的人相比。此外，坐在笔记本电脑区域的更多个人报告说，以确保他们的笔记的完整性，查找额外的课程相关材料，并在听讲座时完成非课程相关任务。最后，我们构成了一套未来的方向，旨在更多地学习在课堂内外使用笔记本电脑，以及我们如何帮助学生使用笔记本电脑来学习。

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